i

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION

SCHOOL OF LINGUISTICS AND LANGUAGES

EDUCATIONAL PROJECT

PRIOR TO OBTAIN THE DEGREE IN SCIENCES OF EDUCATION MENTION: ENGLISH LANGUAGE AND LINGUISTICS

TOPIC: INFLUENCE OF SONGS ON LISTENING COMPREHENSION.

PROPOSAL:

DESIGN OF A C.D. AND BOOKLET FOCUSED ON SONG ACTIVITIES TO IMPROVE LISTENING COMPREHENSION.

AUTHORS: ALVARADO ALMEIDA EUGENIA NOEMÍ MANYA UCHUBANDA GLADYS MARGARITA ADVISOR: MSc. HEIDI MARRIOTT TOLEDO

GUAYAQUIL, 2018 ii

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION

SCHOOL OF LINGUISTICS AND LANGUAGES

MSc. Silvia Moy-Sang Castro MSc. José Zambrano García DEAN SUB-DEAN

MSc. Alfonso Sánchez MSc. Sebastián Cadena Alvarado CAREER DIRECTOR GENERAL SECRETARY iii

MSC. SILVIA MOY-SANG CASTRO, ARQ. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CIUDAD. -

De mis consideraciones:

En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la Educación me designaron Consultor Académico de Proyectos Educativos de Licenciatura en Ciencias de la Educación, Mención: Lengua Inglesa y Lingüística.

Tengo a bien informar lo siguiente:

Que los integrantes Alvarado Almeida Eugenia Noemí, con C.C. 0950756072 y Manya Uchubanda Gladys Margarita, con C.C. 0605947027, diseñaron el proyecto educativo con el Tema: Influence of songs on listening comprehension. Propuesta: Design of a C.D. and booklet focused on song activities to improve listening comprehension.

El mismo que ha cumplido con las directrices y recomendaciones dadas por el suscrito.

Los participantes satisfactoriamente han ejecutado las diferentes etapas constitutivas del proyecto, por lo que procedo a la APROBACIÓN del proyecto, y pongo a vuestra consideración el informe de rigor para los efectos legales correspondientes.

Atentamente

Lcda. Heidi Marriott Toledo, MSc. Consultor académico iv

Guayaquil, 22 de febrero del 2018

MSC. SILVIA MOY-SANG CASTRO, ARQ. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

CIUDAD. -

Para los fines legales pertinentes, comunico a usted que los derechos intelectuales del proyecto educativo con el tema:

Influencia de las canciones en la comprensión auditiva. Diseño de un C.D y folleto enfocado en las actividades de las canciones para mejorar la comprensión auditiva.

English topic: Influence of songs on listening comprehension. Design of a c.d. and booklet focused on song activities to improve listening comprehension.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

Alvarado Almeida Eugenia Manya Uchubanda Gladys C.I 0950756072 C.I 0605947027 v

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION

SCHOOL OF LINGUISTICS AND LANGUAGES

TOPIC: INFLUENCE OF SONGS ON LISTENING COMPREHENSION.

PROPOSAL:

DESIGN OF A C.D. AND BOOKLET FOCUSED ON SONG ACTIVITIES TO IMPROVE LISTENING COMPREHENSION.

APPROVED

………………………… Tribunal N° 1

………………………… ………………………… Tribunal N° 2 Tribunal N° 3

Alvarado Almeida Eugenia Manya Uchubanda Gladys C.I 0950756072 C.I 0605947027 vi

EL TRIBUNAL EXAMINADOR OTORGA AL

PRESENTE TRABAJO

LA CALIFICACIÓN DE :

EQUIVALENTE A :

TRIBUNAL :

vii

Dedication

This thesis is dedicated to God in the first place who has guided my way to where I am now and who will continue giving the light to pursue my dreams; Also, to my family: my mother, my brother and sisters and my grandmother for all they have done for me in the measure they have could and finally I want to dedicate this thesis to myself for all the strength and patience I have shown me to possess.

Eugenia Noemí Alvarado Almeida viii

Dedication

All this work is dedicated to my dear mother who always supported me and did everything possible so that I could finish my studies, and also to my little baby because she gives me inspiration to finish my studies.

Gladys Margarita Manya Uchubanda ix

Acknowledgements

My thanks go directly to God in the first instance for being the engine of my life, for whom day by day I breathe, for being my greatest motivator and for believing in my talent and intelligence.

Also, I thank my mom who did her best to raise her children to be the human beings we became and whom I hope to see as a professional just like me.

To my grandmother and everyone in my family who supported me and although sometimes it seemed that they were putting pressure over me, anyway thanks to them I was able to achieve my goal to finish this project that has been a challenge for me.

I would also like to thank my advisor MSc. Heidi Marriott, who was always very patient to us showing us to trust in ourselves. I would also like to mention my thesis partner Margarita Manya, whom I also thank for sharing this new experience with me, for making time even when she had other obligations of great importance and for contributing with me in this scientific research, which we really hope be very useful and work for the good to the educational field.

Eugenia Noemí Alvarado Almeida x

Acknowledgements

I thank with all my heart my God, who has given me the opportunity and the privilege of having finished my studies. I would like to thank my parents for always supporting me and despite any difficulty I had, they always gave me the encouragement to continue and they did not allow me to give in. I also thank my dear husband, who despite the hard tests we had to overcome during this journey, never got discouraged in helping me fulfill my dream.

Gladys Margarita Manya Uchubanda xi

TABLE OF CONTENTS

Front page ...... i Authorities ...... ii Documents ...... vii Approval declaration...... vii Grade declaration ...... vii Dedications ...... vii Acknowledgements ...... ix Table of contents ...... xiv Index of tables ...... xiv Index of figures ...... xv Ficha de registro de tesis ...... xvi Thesis registration form ...... xvii Abstract ...... xviii Introduction ...... 1 Chapter I ...... 2 The problem 1.1 Context of the research ...... 2 1.2 Conflict situation ...... 3 1.3 Scientific fact ...... 3 1.4 Causes ...... 4 1.5 Problem formulation ...... 4 1.6 Objectives of the investigation ...... 4 1.6.1 General objective ...... 4 1.6.2 Specific objectives: ...... 5 1.7 Scientific questions ...... 5 1.8 Justification ...... 5 Chapter II ...... 8 Theoretical framework 2.1 Background ...... 8 2.2 Epistemological foundations ...... 10 xii

2.2.1 Philosophical foundation ...... 11 2.2.2 Sociological foundation ...... 13 2.2.3 Psychological foundation ...... 15 2.2.3.1 Teaching-learning approaches defending the use of songs .. 15 2.2.3.2 Psychological aspects of music ...... 17 2.2.4 Pedagogical-didactic foundation ...... 19 2.2.4.1 Types of listening...... 20 2.2.4.2 Purpose of listening ...... 21 2.2.4.3 Levels of listening ...... 22 2.2.4.4 Listening processing ...... 24 2.2.4.6 Song listening strategies ...... 27 2.2.4.7 Song types for adapting in class ...... 27 2.2.5 Linguistics foundation ...... 28 2.2.6 Technological foundation ...... 29 2.2.7 Legal foundation ...... 31 Chapter III ...... 33 Methodology, process, analysis and discussion of the results 3.1 Methodological design ...... 33 3.2 Types of research ...... 33 3.3 Population and sample ...... 34 3.4 Operationalization of the variables ...... 35 3.5 Research methods ...... 36 3.6 Techniques and instruments of the research ...... 36 3.6.1 Empirical techniques ...... 36 3.6.2 Instruments of the research ...... 37 3.7 Analysis and interpretation of data ...... 38 3.7.1 Observation of class analysis ...... 38 3.7.2 Survey analysis ...... 40 3.7.2.1 Data analysis and interpretation...... 40 3.7.3 Interview analysis ...... 55 3.8 Triangulation of results ...... 56 3.9 Chi squared test of variable correlation ...... 56 xiii

3.10 Conclusions and recommendations ...... 58 Chapter IV ...... 60 The proposal 4.1 Title ...... 60 4.3 Objectives ...... 61 4.3.2 Specific objectives ...... 61 4.4 Theoretical aspects ...... 61 4.5 Feasibility of the proposal ...... 63 4.6 Description of the proposal ...... 64 4.7 Conclusions ...... 64 References ...... 66 Bibliography ...... 70 Appendixes ...... 74 Appendix 1 ...... 75 Appendix 2 ...... 79 Appendix 3 ...... 81 Appendix 4 ...... 85 Appendix 5 ...... 89 xiv

INDEX OF TABLES

Table 1 Types of listening ...... 21 Table 2 Stages of listening activities ...... 26 Table 3 Population and sample ...... 34 Table 4 Operationalization of the variables ...... 35 Table 5 Observation of class guide table ...... 38 Table 6 Item 1. I like listening to songs in English ...... 40 Table 7 Item 2. I think songs are fun and they de-stress me……… 41 Table 8 Item 3. Songs help me focus on my school assignments...42 Table 9 Item 4. I am interested in learning English through songs..43 Table 10 Item 5. Listening to songs in English can improve my…….44 English level Table 11 Item 6. I believe that the use of modern song motivates….45 me more Table 12 Item 7. To be in touch with music since the earliest stages46 of life to develop listening comprehension Table 13 Item 8. It is difficult to me to understand and execute……. 47 the English book listening activities Table 14 Item 9. I would use songs as a personal learning resource48 Table 15 Item 10. I consider that the proper use of songs may help 49 me improve my listening comprehension Table 16 Item 11. English listening activities performed in class are 50 boring to me Table 17 Item 12. I would like listening activities to be more fun and 51 comfortable Table 18 Item 13. The implementation of audio didactic resources, 52 improve my listening skills Table 19 Item 14. I would like teachers to use songs as an aid to….53 improve my listening skills Table 20 Item 15. The implementation of a C.D. and booklet ...... 54 focused on song activities as a practical method for learning English Table 21 Case Processing Summary ...... 57 Table 22 VD * VI Crosstabulation ...... 57 Table 23 Chi squared test results ...... 57 xv

INDEX OF FIGURES

Figure 1 Levels of listening ...... 23 Figure 2 Item 1. I like listening to songs in English ...... 40 Figure 3 Item 2. I think songs are fun and they de-stress me……… 41 Figure 4 Item 3. Songs help me focus on my school assignments... 42 Figure 5 Item 4. I am interested in learning English through songs.. 43 Figure 6 Item 5. Listening to songs in English can improve my……. 44 English level Figure 7 Item 6. I believe that the use of modern songs motivates...45 me more Figure 8 Item 7. To be in touch with music since the earliest ...... 46 stages of life to develop listening comprehension Figure 9 Item 8. It is difficult to me to understand and execute the...47 English book listening activities Figure 10Item 9. I would use songs as a personal learning resource 48 Figure 11Item 10. I consider that the proper use of songs may help 49 me improve my listening comprehension Figure 12Item 11. English listening activities performed in class are 50 boring to me Figure 13Item 12. I would like listening activities to be more fun and 51 comfortable Figure 14Item 13. The implementation of audio didactic resources, 52 improve my listening skills Figure 15Item 14. I would like teachers to use songs as an aid to…. 53 improve my listening skills Figure 16Item 15. The implementation of a C.D. and booklet ...... 54 focused on song activities as a practical method for learning English Figure 17 Chi squared test analysis figure ...... 58 xvi

REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA FICHA DE REGISTRO DE TESIS TITULO Y SUBTITULO: Influencia de las canciones en la comprensión auditiva. Diseño de un C.D. y folleto enfocado en las actividades de las canciones para mejorar la comprensión auditiva. AUTOR/ES: TUTOR: Alvarado Almeida Eugenia Noemí MSc. Heidi Marriott Toledo Manya Uchubanda Gladys Margarita REVISORES: INSTITUCIÓN: FACULTAD: Universidad de Guayaquil Filosofía, Letras y Ciencias de la Educación CARRERA: Lenguas y lingüística FECHA DE PUBLICACIÓN: N. DE PAGS: TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, Mención en Lengua Inglesa y Lingüística ÁREAS TEMÁTICAS: Lengua Inglesa PALABRAS CLAVE: comprensión auditiva, idioma extranjero, canciones, recursos tecnológicos, tratamiento RESUMEN: Este proyecto investiga la influencia que tienen las canciones en la comprensión auditiva en las clases de inglés. Actualmente, el desarrollo de la comprensión auditiva tiene poca relevancia en las clases de inglés, representando un gran problema para los estudiantes cuando estudian un idioma extranjero. Este hecho se evidenció en los estudiantes de Décimo grado de EGB del Colegio Público Experimental 28 de mayo quienes presentaron dificultades en la habilidad auditiva durante sus clases de inglés. Últimamente, las canciones se han convertido en una herramienta necesaria para utilizar en el aula de clases porque, gracias a su apropiado tratamiento y a su adecuada aplicación de estrategias, ayudan como recurso de apoyo para la mejora de las habilidades auditivas al adquirir un idioma extranjero. Para abordar esta situación, se estudiaron diferentes bases teóricas para proporcionar un marco con respecto a la relevancia que tiene la música en la educación de idiomas y el desarrollo de la comprensión auditiva. Es un estudio de la importancia de la comprensión auditiva en la adquisición de un idioma extranjero, revisión de los procesos de la escucha, etapas y niveles de la escucha en los que se produce el desarrollo auditivo para ayudar a los estudiantes a mejorar su desempeño en actividades enfocadas en el desarrollo de esta habilidad. Esto además de la aplicación de varias técnicas empíricas que permitieron el análisis de cómo el problema, que requiere una solución, se manifiesta y trata en esta población particular. Por lo tanto, como el estudio muestra, las canciones pueden ser una ayuda en el desarrollo de la comprensión auditiva porque proporcionan una multitud de beneficios para el desarrollo de ésta, una propuesta como solución que combina canciones con actividades de seguimiento para al desarrollo de la comprensión auditiva. N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN: DIRECCIÓN URL (tesis en la web): ADJUNTO URL (tesis en la web): ADJUNTO PDF:  SI NO CONTACTO CON Teléfono: E-mail: AUTORES/ES: 0981260886 [email protected] CONTACTO EN LA Nombre: Secretaría de la Escuela de Lenguas y Lingüística INSTITUCION: Teléfono: (04)2294888 Ext. 123 E-mail: [email protected] xvii

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY THESIS REGISTRATION FORM TITLE: Influence of songs on listening comprehension. Design of a c.d. and booklet focused on song activities to improve listening comprehension. AUTHORS: ADVISOR: Alvarado Almeida Eugenia Noemí MSc. Heidi Marriott Toledo Manya Uchubanda Gladys REVISERS: Margarita INSTITUTION: FACULTY: University of Guayaquil Philosophy, Letters and Sciences of Education CAREER: Language and Linguistics PUBLICATION DATE: N. OF PAGES: DEGREE OBTAINED: Licenciado(s) Degree in Sciences of Education, Mention English Language and Linguistics THEME AREAS: English Language KEYWORDS: listening comprehension, foreign language, songs, technologic resources, treatment Abstract: This research project investigates the influence songs have on the listening comprehension in English classes. Currently, listening comprehension development is having little relevance in English classes, representing a major problem for students when studying a foreign language. This fact was evidenced in the students of Tenth grade of BGE of the 28 de mayo Public Experimental High school whom presented difficulties in the listening skill during their English classes. Songs lately has become a necessary tool to be used in the classroom because thanks to their proper treatment and their adequate strategies application, they help as a supporting resource for the listening skill improvement when acquiring a foreign language. In order to address this situation, different theoretical bases were studied to provide a framework for the relevance that music has within language education and listening comprehension development. It is a study of the importance listening comprehension has in the acquisition of a foreign language, reviewing listening processing, listening stages and levels in which listening development occurs to help students improve their performance in activities focused in the development of this skill. This in addition to the application of several empirical techniques that allowed the analysis of how the problem, which requires a solution, is manifested and treated in this particular population. Therefore, as the study shows, songs can be an aid in the development of listening comprehension because they provide a multitude of benefits aimed to its development, a solution proposal that combines songs with follow up activities for the listening comprehension development. REGISTRATION NUMBER: CLASSIFICATION NUMBER: URL ADDRESS: ATTACHED PDF:  YES NO TO CONTACT Telephone: E-mail: THE AUTHORS: 0981260886 [email protected] TO CONTACT Name: Secretaría de la Escuela de Lenguas y Lingüística THE Telephone: (04)2294888 Ext. 123 INSTITUTION: E-mail: [email protected] xviii

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION SCHOOL OF LANGUAGE AND LINGUISTICS EDUCATION SYSTEM: CLASSROOM-BASED LEARNING SPECIALIZATION: ENGLISH LANGUAGE AND LINGUISTICS ABSTRACT

This research project investigates the influence songs have on the listening comprehension in English classes. Currently, listening comprehension development is having little relevance in English classes, representing a major problem for students when studying a foreign language. This fact was evidenced in the students of Tenth grade of BGE of the 28 de mayo Public Experimental High school whom presented difficulties in the listening skill during their English classes. Songs lately has become a necessary tool to be used in the classroom because thanks to their proper treatment and their adequate strategies application, they help as a supporting resource for the listening skill improvement when acquiring a foreign language.

In order to address this situation, different theoretical bases were studied to provide a framework for the relevance that music has within language education and listening comprehension development. It is a study of the importance listening comprehension has in the acquisition of a foreign language, reviewing listening processing, listening stages and levels in which listening development occurs to help students improve their performance in activities focused in the development of this skill. This in addition to the application of several empirical techniques that allowed the analysis of how the problem, which requires a solution, is manifested and treated in this particular population. Therefore, as the study shows, songs can be an aid in the development of listening comprehension because they provide a multitude of benefits aimed to its development, a solution proposal that combines songs with follow up activities for the listening comprehension development.

KEYWORDS: listening comprehension, foreign language, songs, technologic resource, treatment xix

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION SCHOOL OF LANGUAGE AND LINGUISTICS EDUCATION SYSTEM: CLASSROOM-BASED LEARNING SPECIALIZATION: ENGLISH LANGUAGE AND LINGUISTICS RESUMEN Este proyecto investiga la influencia que tienen las canciones en la comprensión auditiva en las clases de inglés. Actualmente, el desarrollo de la comprensión auditiva tiene poca relevancia en las clases de inglés, representando un gran problema para los estudiantes cuando estudian un idioma extranjero. Este hecho se evidenció en los estudiantes de Décimo grado de EGB del Colegio Público Experimental 28 de mayo quienes presentaron dificultades en la habilidad auditiva durante sus clases de inglés. Últimamente, las canciones se han convertido en una herramienta necesaria para utilizar en el aula de clases porque, gracias a su apropiado tratamiento y a su adecuada aplicación de estrategias, ayudan como recurso de apoyo para la mejora de las habilidades auditivas al adquirir un idioma extranjero. Para abordar esta situación, se estudiaron diferentes bases teóricas para proporcionar un marco con respecto a la relevancia que tiene la música en la educación de idiomas y el desarrollo de la comprensión auditiva. Es un estudio de la importancia de la comprensión auditiva en la adquisición de un idioma extranjero, revisión de los procesos de la escucha, etapas y niveles de la escucha en los que se produce el desarrollo auditivo para ayudar a los estudiantes a mejorar su desempeño en actividades enfocadas en el desarrollo de esta habilidad. Esto además de la aplicación de varias técnicas empíricas que permitieron el análisis de cómo el problema, que requiere una solución, se manifiesta y trata en esta población particular. Por lo tanto, como el estudio muestra, las canciones pueden ser una ayuda en el desarrollo de la comprensión auditiva porque proporcionan una multitud de beneficios para el desarrollo de ésta, una propuesta como solución que combina canciones con actividades de seguimiento para al desarrollo de la comprensión auditiva.

PALABRAS CLAVE: comprensión auditiva, idioma extranjero, canciones, recursostecnológicos, tratamiento

INTRODUCTION The present research is based on the importance songs have in the development of listening comprehension and the influence they have over students. There were analyzed different aspects related to the listening skill, in order to conclude with the relevance of songs for the improvement of this skill in the learning process in students for the acquisition of a foreign language.

Our research started due to the situation found in the students of Tenth grade of BGE of the 28 de mayo Public Experimental High school, who had a very low level of English in which it was determined as one of its causes the little treatment to the listening skill.

Chapter I contains the context of the research, the conflict situation, as well as the causes, general and specific objectives, concluding with the justification.

Chapter II shows the background of the research and the epistemological foundations from which the research is based on. These are: Philosophical, Sociological, Psychological, Pedagogical-Didactic, Linguistic, technological and Legal foundations.

Chapter III presents the methodological design, types of research, the techniques and instruments applied in the present work. Likewise, there are the analysis of the gathered data ending with the respective conclusions and recommendations.

Chapter IV contains the design of the proposal which include the objectives, the theoretical aspects and the description. Having its conclusion at the end of the chapter.

1 CHAPTER I

THE PROBLEM 1.1 CONTEXT OF THE RESEARCH

In the 21st century, where there are already many learning methods in different educational institutions, the developing of listening skills is very poor in the classrooms despite the fact of providing such a great support. Also, the use of traditional methods for working in the listening skill in the English language is still considered. As a result, there is a low level of listening comprehension in this language.

Our research has as an object of study the 28 de Mayo Public Experimental High School, located in the city of Guayaquil on the Avenue Carlos Julio Arosemena km 3 Via Daule. It was founded in 1924 with the name of Public School of Typing and Shorthand and was directed for 20 years by Mrs. María Cristina Simmons. In 1986, it was declared as an Experimental High School with the project "Learning by doing and Titling for Maturity ".

In 1963, the morning and afternoon shifts began with the specializations of commercial personal assistance and bilingual personal assistance. Later, in 1980 the specialties in archiving and document control, computer operators and commercial accounting systems were authorized.

According to what is observed, classrooms are made up between 35 and 40 students which means an overload of these ones which consequently causes difficulties in the learning process. In addition, there were found many failures concerning to the application of methods and teaching approaches in the reinforcement of listening comprehension in English classes, it was also evident the lack of resources such as recorders or any other visual and audiovisual didactic material when it comes to the developing of listening comprehension.

The 28 de Mayo Public Experimental High School is made up of a group of 40 teachers with 8 of them in the English area, although this group

2 of teachers work daily in the institution, there are not enough teachers who can fully cover the class hours. Therefore, the institution in many times uses teacher students from some universities to cover the hours that are needed.

1.2 CONFLICT SITUATION

There have been many shortcomings with regard to learning a foreign language, particularly listening in educational institutions in Ecuador, especially those of public nature.

It was observed in the 28 de Mayo Public Experimental High School that the different methods such as songs or other audio or audiovisual material or the application of specific activities with them is not given great importance when it comes to learning a new language.

Proper methodology is not applied, which besides the shortage of didactic resources that exists, it affects the level of listening comprehension, essential in the learning of the English language. As a result, a limitation in the learning process of English language listening skills. Students are not capable to reach the respective English listening level they must have according to what the Ministry of Education raises.

In consequence of this, it is evident the necessity of a solution for this educative problem.

1.3 SCIENTIFIC FACT

Insufficiency in the listening comprehension of students of the Tenth of Basic General Education room “A” of the 28 de mayo Public Experimental High School in 2017-2018 academic year.

During previous observation throughout the teaching practices carried out in the 28 de mayo Public Experimental High School, there were found insufficiencies in the listening comprehension in the students of Tenth grade of BGE room “A” where the students were not capable to understand mostly the spoken language in English classes and also their listening understanding level was quiet limited.

3 Ahmadi (2016) claims that the purpose of listening comprehension is to lead the student to an understanding of the different processes of the spoken language which includes: knowing speech sounds, comprehending the meaning of individual words, and understanding the syntax of sentences.

When there are insufficiencies in the listening skill, the student may experiment an opposite response to the established purpose of listening comprehension. In addition, he/she is not able to carry out a correct development of the communicative process.

1.4 CAUSES

 Insufficient use of appropriate audio material and teaching resources.  Insufficient use of listening activities for listening comprehension development.  Inappropriate treatment of songs in the classroom.

1.5 PROBLEM FORMULATION

What is the influence of songs in the improvement of the listening comprehension in the students of Tenth grade of BGE, room “A”, of the 28 de Mayo Public Experimental High School belonging to Zone 8, 09D06 Tarqui District, in the province of Guayas, in the city of Guayaquil in the 2017-2018 academic year?

1.6 OBJECTIVES OF THE INVESTIGATION

The objectives of the research are the following:

1.6.1 GENERAL OBJECTIVE

To analyze the influence of songs in listening comprehension through a bibliographical review, field study, and statistical analysis to design a C.D. and booklet focused on song activities to improve listening comprehension.

4 1.6.2 SPECIFIC OBJECTIVES:

 To value the use of songs for listening comprehension development through a bibliographical review, field study, and statistical analysis.  To characterize listening comprehension through a bibliographical review, field study, and statistical analysis.  To examine the most relevant data to design a C.D. and booklet focused on song activities through its interpretation.

1.7 SCIENTIFIC QUESTIONS

1. What is the current level regarding listening comprehension of Tenth grade of BGE, room “A” students, of the 28 de Mayo Public Experimental High School? 2. Which theoretical bases support the use of songs in the acquisition of a new language? 3. How does the use of songs benefit the learning process? 4. Which methods and techniques facilitate the improvement of listening comprehension? 5. What are the causes that affect listening comprehension? 6. In which way will the design of a C.D. and booklet focused on song activities help students as a supporting resource?

1.8 JUSTIFICATION

Listening comprehension plays an extremely important role in the communicative process, being the ear the receptive organ by which the ideas of the speaker are subtracted, leading to the reception and understanding of the message.

Nogueroles (2010) expresses that listening comprehension constitutes essential part in communication of our daily life playing an important role when learning a new language because through listening we receive information. Thus, the listening comprehension becomes even more important when the acquisition of a new language is required. For this reason, its continuous practice in the classroom is very necessary.

5 Regarding to audio resources, particularly songs, they are considered a very useful and practical tool for the development of listening comprehension. About the importance of songs, Larraz (2014) indicates the benefits of using songs in the learning process. She considers that songs provide vocabulary and grammar skills, promote the cultural aspect, improve the pronunciation and enhance memory.

Education, undoubtedly possess a great importance in the life of individuals and the society because of the scope and power it provides. For this, it is necessary to exploit it, profiting the adequate use of resources, methods and strategies for the development of itself since the earliest stages of life. The use of songs is a widely used resource for the developing of listening comprehension as long as there is an adequate and correct application of themselves, indispensable to be applied in English classes.

Our project is innovative because it proposes aims to provide a solution to the problem through the use of appropriate resources that are conducing to the development of listening comprehension in students of tenth BGE room “A” of the 28 de Mayo Public Experimental High School in 2017-2018 Academic Year, as a useful strengthening of the listening comprehension in the English language. It will make classes enjoyable, improving the fluency and capturing the attention of the students since this way they would have a greater domain of the language.

The Constitution of the Republic of Ecuador (2008) states in the fifth section of Rights of the good way of living chapter, Art. 26 that education is a right and a duty of persons and it is guaranteed the good way of living, equality as well as social inclusion. It also indicates that the society in general is responsible to participate.

The one that supports our participation actively through this educational research project to solve the problem encountered in the students of tenth BGE room “A” of the 28 de Mayo Public Experimental High School in 2017-2018 academic year.

6 According to The Organic Law of Intercultural Education (LOEI) (2011), in Title I about General Principles in its single chapter, Art. 2 Education for the change also tells us that the education transforms the society and contributes to the construction of the country recognizing specially to children and adolescents, as the center of the learning process and subjects of law.

Taking into account the English level the students should get, the Ministry of Education has proposed based on the Common European Framework of Reference (2012) for the tenth BGE the level A2.1.

The Curriculum Guidelines (2014) stablishes regarding listening comprehension that for a level A2.1 students should develop competences as identifying words and expressions used in a colloquial style, understanding phrases and expressions related to areas of most immediate priority within the personal and educational domains, catching the main idea in short, clear, more complex texts, among others. These competences are the guidelines for looking for an appropriate solution with the purpose of benefiting this population and the educational community.

Students, thus are considered the direct beneficiaries. They have an important role in the educational process since they are the center of itself. It is also necessary the intervention of parents, authorities and society in general within the educational process as they are indirect beneficiaries because students will be in the future a transforming being that will benefit the whole society.

7 CHAPTER II

THEORETICAL FRAMEWORK 2.1 BACKGROUND Music has been part of people´s life since ever. It has been a great help in the act of communication, besides it is present in all cultures of the world.

In the education field, the use of music has been an indispensable tool in the development of listening skills for all the benefits it gives, having students achieve a better comprehension of what is being studied in an easier and faster way. Millington (2011) expressed according to what Purcell (1992) stated about songs that narration or dialogs can get students bored when they try to understand the meaning of new words, instead songs provide rhythm and melody causing a less repetitive environment.

It is also important to highlight the fact that the use of songs in the classroom contributes to many aspects of the learning process, not only listening but all the skills are involved and it also provides vocabulary and cultural context. However, it is necessary to know that in the process of acquiring a new language, the development of listening skills must have great relevance.

According to Şevik (2012) “a person learning a second or foreign language (FL) will first hear, then talk and then learn how to read and write” (p. 328). This means that when learning a new language, the lack of practice of listening skill and the little concern it is given in the classes, can cause major problems throughout the learning process. In Ecuador and in many Spanish-speaking countries, there is an English deficiency, in many times due to this problematic.

According to the annual report made by the global languages training company Education First (EF). English proficiency in Latin America is even lower than the global average, being in the 4th place out of the 5 regions that were studied: Europe; Asia; Africa; Latin America and Mid-West.

8 Ecuador is considered as one of the countries with a low level in English language, ranked 55th out of the 80 countries evaluated in 2017 and 13th out of 15 Latin American countries. These rankings belong to the Seventh edition of EF English Proficiency Index which is considered the world's largest ranking of English proficiency.

Concerning the use of songs for improving listening skills. Hidayat (2013) suggests that “teachers can use song as a media to overcome the students difficulties in listening and improve their listening ability.” (p.22). Songs can work as important tools for developing listening comprehension in students due also to the stimulus they generate.

According to Harmer (2009) as cited by Rezaei and Ahour (2015) about songs.

He classifies songs as one of the tools for teaching listening and indicates that songs are versatile techniques, as they equip the teacher to present the words graphically (printed song lyrics), verbally (listening to the song) and contextually (song lyrics) at the same time. (pp. 161,162).

Songs can always be used by teachers in their classes independently the learner’s age, due to their effectiveness and versatility. For the good development of the class, teachers must consider their implementation, bearing in mind that songs can be powerful teaching allies and even more in the improvement of listening comprehension.

Another aspect that must not be forgotten is that listening is the first input skill we receive since birth. Educational institutions where the acquisition of a foreign language is practiced, must undertake strategies for fostering listening skills development in the first place and hence reach an English proficiency’s higher level.

9 2.2 EPISTEMOLOGICAL FOUNDATIONS

Listening is one of the major key elements in communication, since this is the first input human beings receive. This input considered as a receptive skill can have other communicative skills take place. “For learners, listening is how spoken language becomes input”. (Şevik, 2012, p. 11)

In foreign language classes, there is necessary a guided exploitation of listening skill since “listening is the initial stage in first and second language acquisition” (Şevik, 2012, p. 11). Listening offers the input of the new language and the importance lays on the fact that that was the way people start communicating in the acquisition of the first language. No by speaking, writing or reading but by listening. In the same way, listening comprehension must be the initial input for the continuous development of skills in the foreign language acquisition.

However, listening is a complex process which according to Nunan (1989) is a six staged process consisting on hearing, attending, understanding, remembering, evaluating and responding.

Hearing is the perception of sound without any kind of understanding, then it is attending that is the selection of information the brain does, understanding consists in the interpretation and analysis of the information that was received, remembering consists in the use of information stored in memory, evaluating uses opinion and judgement of the listener for verifying the information and finally it is responding when the listener interacts when the speaker.

In the listening process it is needed the development of listening comprehension which has great relevance in the classroom as part of the learning process. “Listening comprehension is regarded as a complex, interactive process in which listeners are involved in a dynamic construction of meaning”. (Hamouda, 2013, p. 117)

10 According to Dorrell (2005) music is “what comes out of the speakers when we play a CD on our stereo. It’s what we hear on the radio. Music is singers singing and musicians playing. Music is a sound that we enjoy hearing” (p. 18). Music is a form of art but also a form of communication which is present in day to day people’s life.

Music lately has been welcomed in the development of the classes although there are still many issues in its correct use or application by teachers. Wolpert-Gawron (2014) considers that “music can be used to help control a classroom environment or to support the content within that class” (para. 4). Music possesses multiple benefits in students that are related to different fields but the main characteristic is the fact that it can be suitable or adaptable to students tastes which provides a high ease in the learning process.

However, there are some factors teacher must consider when using songs in the classroom. According to Griffee (1992) teachers should take into account the students’ age, the time in the year, the classroom opportunities or the music that is going to be used.

2.2.1 PHILOSOPHICAL FOUNDATION

Talking about music is talking about art since ever music has been considered a mechanism for expressing ideas, feelings and emotions but represented in an artistic way, displaying the beauty of words combined with melodies and taking listeners into a new world where they can discover the diversity of cultures and their richness.

The purpose of music is not just expressing ideas, feelings or thoughts, it is also to transmit emotions, to connect songwriter or singer experiences with the listeners’. “Songs contain the power of music as well as the power of lyrics. While music touches our hearts, the lyrics and their words flow into our minds and so they draw us into their own world”. (Rosová, 2007, p. 14)

11 The use of music in classes possesses a great influence by the teacher over the scholars’ learning conditions, since music may function as a motivating tool for getting the students’ attention to be focused on the learning target. It also can develop communication skills; music exists everywhere in the world in every language it can exist and music is an element everybody shares.

In view of listening being a receptive skill and that the way we receive information from the exterior is through the ear, the use of music can be considered as a very suitable way for the students to learn. It is up to the teacher to carry out classes the way he/she considers more effective but certainly, a big mistake very common has been found in many educational institutions where their classes are based on a rational thinking which can lead students to the confusion.

Read (1945) finds that the basic error of all educational systems and their methods lies in their focus on rational thinking, which can have a negative impact on the individual’s inner harmony, since he has to be trained to be able to live in a creative and natural manner- and the latter can only be achieved through aesthetic education. (Denac, 2014, p. 1715)

Learning with music, as it was stated previously can develop students learning skills and have them feel identified as it can be customized to different tastes but also music has the capacity to broad, to expand learners’ imagination and points of view; necessary for having a good understanding when learning a new subject. Bazemore (2017) tell us that “music has the capacity to engage our aesthetic sensibility without also engaging the cognition of objects”. (para. 7)

Another factor that educators must consider when teaching their classes is the fact that songs can enable an effective environment to teach values, taking students to the expression of their feelings, their self being, in a harmonious way through them.

12 Playing songs in class, working with them through appropriate activities benefits learners’ comprehension and understanding, starting by the development of listening skills and therefore, the development of other skills in a holistic way.

2.2.2 SOCIOLOGICAL FOUNDATION

The act of communicating is totally essential in people’s life since communication is a need that forms part of their day to day. People communicate even unconsciously with a nonverbal language such as gestures, facial expressions or body movements, among others. Communicative skills begin their development since the earliest stages of life: since the baby is born and start interacting with the mother or even since the mother womb. In fact, throughout human life, communicative skills can still continue developing. “Communication is a set of skills that anyone can learn”. (Adler & Rodman, 2006, p. 20)

Diverse studies have demonstrated that daily, people spend more time listening than speaking, writing or reading. Although listening skill is elemental in the communicative process, as this is as well, the base for the construction and development of other communicative skills. Often, it is considered irrelevant and it is undervalued. For example, in a conversation when there is no enough attention by the listener, the message will not be caught for complete or even it can be misunderstood, resulting with a bad communication. “Some theorists have argued that effective listening is an essential ingredient in effective relational communication”. (Adler & Rodman, 2006, p. 116)

In a classroom, effective listening requires higher importance since students must be attentive in the information they receive from the teacher and likewise from their partners, necessary for the construction of the learning process. “The listener is clearly not alone in constructing meaning, but part of the contextual dimension of culture and society, where we construct meaning together and are all the time influenced by the meaning that is already constructed.” (Adelmann, 2012, p. 516)

13 Effective listening, as previously noted is crucial for having a good communication, which is essential for new language acquisition to take place. Consequently, English teachers must implement adequate listening strategies and resources for achieving this social interactive environment within the class, where the student feels confident, relaxed and free to receive and share ideas.

Music is also a way of communication. People are free to share their inner side through lyrics that combined with melody, constitute a form of expression, of communicating with the world. Music has existed since the beginning of humanity, breaking borders and linking cultures. Clarke, DeNora and Vuoskoski (2015) agree by expressing that so far music is still considered ‘universal language’ which goes beyond any cultural difference, barriers of ethnicity, age, social class, ability/disability, and physical and psychological wellbeing.

Using songs in kids enables them to develop social skills, having them follow instructions and interact cooperatively among themselves, which may also work in all ages. In English classes, song lyrics for example provide cultural context to the student and consequently, a close up to the culture of the language that is being learned.

Al Mubarak (2014) about the importance of introducing music in education:

Many music education curriculums aim to incorporate music from all over the world. It is therefore a form of expression that offers a way to communicate across cultures and regions. There exists a great opportunity for children to learn from one another in an informal capacity, expanding their creative banks in the process. It also equips a child with skills that they could use for the betterment of society. (para. 12)

Music is global. For this reason, in English classes the teacher must take advantage to the fact that everybody listens to music. It is recommendable the use of modern songs for getting a better connection

14 with the learner. When the music is played, learners may feel more comfortable and even identified with the song, engaging them to the subject of study. Of course, the chosen songs need to contain a proper language and not a higher or a lower English language difficulty according to the students’ level.

Songs have to be accompanied by listening activities where the student must participate and socialize with the class. The introduction of songs, besides the development of listening comprehension, gives students a better environment, more appropriate to improve social skills. Hallam (2010) points out that “increasing the amount of classroom music within the curriculum can increase social cohesion within class, greater self-reliance, better social adjustment and more positive attitudes, particularly in low ability, disaffected pupils.” (p. 271)

2.2.3 PSYCHOLOGICAL FOUNDATION

Referring to the psychological foundation, it can be said that there is a very close relationship between psychology and learning. Multiple theories are based on the development of student’s skills, where the communication is also involved. The use of music has a great value when used as a tool that contributes positively to the learning process, mainly to the listening development since this is directly related to it.

However, listening requires a considerable attention and a proper treatment to be developed, for the reason that listening is a psychological process that involves hearing, attending, understanding, remembering, evaluating and responding as cited by Nunan (1989). Wipf (1984) denominates listening as a “complex, active process of interpretation” (p. 346). Therefore, it is pertinent the application of effective listening methods and strategies in order to obtain good results in English classes.

2.2.3.1 Teaching-learning approaches defending the use of songs

Some teaching-learning approaches recommend the utilization of music as a support to enhance listening comprehension. The one that is

15 very useful and assertive for being applied in foreign language classes. These approaches establish their bases on behaviorism, cognitivism and constructivism learning models.

Suggestopedia. - it was developed in 1970 by the Bulgarian psychologist and educator Georgi Lozanov, who according to Kharismawati (2014) he believes that this teaching method uses any type of suggestion in the teaching and learning process for making classes more enjoyable. Therefore, the application of this method has been applied in any field within the learning process but with greater emphasis in foreign language classes for being very profitable when learning a new language.

In fact Lozanov developed his theory based on the results obtained in a class of foreign languages in which he determined that suggestions can make students concentrate and relax by working on the unconscious mind (Harmer, 2001). It is thus that the learning process through these suggestions acts in a passive way, not having the students under pressure but having them feel comfortable and relaxed feeding their minds with new knowledge.

Songs then, work as external stimulus or suggestions to promote the sense of tranquility, calm, relaxation and comfort eliminating in students the feelings of fear, nerves or stress while the learning process takes place in an unconscious way.

However, this method’s utilization and practice in schools may have little relevance nowadays, mainly because it is considered outdated and also for the new methods’ birth that are more sticked to the new teaching- learning models.

Communicative Language Teaching (CLT). – known only as communicative approach, started to be used in 80’s and 90’s decades for its effectiveness in the learning process, although this approach’s beginning development dates to the 60’s decade. Based principally in the fact that learning occurs naturally through interaction and communication, where the

16 four skills: listening, speaking, reading and writing are in action. “The communicative approach in language teaching starts from a theory of language as communication. The primary function of language is interaction and communication”. (Horn, 2007, p. 28).

Communicative approach principles were influenced by Noam Chomsky’s theories about communication necessity for learning. In CLT is highlighted as well the relevance of socialization among learners in the classroom and the contributions culture offers. Basta (2011) said “Children learn to communicate through socialization in their surroundings”. (p. 126)

Since communication is the primary factor of this method, the use of songs is an effective resource for fostering learners’ communicative skills. Music gives students input of the language, familiarizing them to informal speech and providing linguistic content. Benefiting in the first place, the listening skill development for consequently, improve the other skills with the purpose of correlating them, the one with the other.

CLT or communicative approach is still in use. In fact, many educational curriculums around the world consider its application in the learning process, chiefly in the acquisition of a foreign language inasmuch as it promotes the communicative process and with this, the communicative skills development in a natural way. Reasons why is in an active status in spite of its antiquity, because communication has always existed and will always exist.

2.2.3.2 Psychological aspects of music

The use of music in the classroom has many positive advantages over the student. It has been demonstrated the psychological benefits music can bring to the student enhancing the learning process. White, (2007) said “Music is used to create desired moods, foster enjoyment of movement and dance, boost energy, increase happiness, bring back powerful memories, and help relaxation and focus”. (p. 5)

17 Music has the quality to have students focus on the tasks since it creates a calmed and relaxed climate. Music can help the student concentrate while it eliminates the distraction barriers that prevent an enough attention and concentration needed in the performance of an assignment. It is also important to take into account the music that is used, many teachers recommend the necessity of songs that fit the best the situation and environment of a classroom where they may work as tools to boost student’s learning skills.

Considering that music customize the classroom with a calmed and relaxed climate, it also acts on the mood and behavior of the student which in a positive way eases the learning process. Regarding to this, Bergland (2012) analyses the influence music has over the human 'mood, mindset, and behavior' stating that it can change or transform the mood and with this the behavior engaging the brain in a natural way causing at the same time motivation on the individual.

This is why for example, when doing exercises, it is more comfortable to practice or work out listening to music because it is known that it motivates and encourages to continue while it betters the environment. The motivation is one of the more important benefits songs provide, as it was stated before the music creates a proper scenario while it prepares the student psychologically, getting him/her ready to perform any task.

Rosová (2007) assures “Music as one of the neuroleptic factors reduces the signs of nervousness of Children and teenagers by 30%”. (p.11) most of psychological barriers are consequences of life experiences which prevent good participation and communication through the teaching- learning process, this is why, it is recommendable the use of music in order to have a cheerful classroom and to avoid psychological obstacles.

It is obvious that music has some kind of power, which can influence physical the same way as mental condition of our bodies. It can bring about specific, required atmosphere, in which

18 we react in a particular way. Moreover it can further help “recharge” our minds. (Rosová, 2007, p. 11)

The music is one of the tools that has a high power in the acquisition of knowledge of a new language, besides it can amplify the mental capacity of the human being developing the creativity and the imagination. In the other hand, its application also produces a cheerful atmosphere and a spontaneous class environment apt for improving and strengthening measurably the relationship between student and teacher.

2.2.4 PEDAGOGICAL-DIDACTIC FOUNDATION

Regarding to the different learning theories, constructivism pedagogically plays a relevant role being currently very popular in classrooms. Piaget (1896-1980) argued that one produces its own knowledge based on our experiences. This knowledge that is known as “new knowledge” is reinforced by a previous one, which already exists (obtained through experiences), the one that is developed by the intervention of social contact and interaction stated by Vygotsky (1896- 1934) in the other hand.

“According to constructivist theories, learning is a social advancement that involves language, real world situations, and interaction and collaboration among learners. The learners are considered to be central in the learning process”. (Ozer, 2004, para. 1). In few words it can be said that constructivism aims the self-construction of learning through an individual and social development in which the teacher or even the learners can help in the acquisition of new knowledge only by sharing ideas, giving opinions, having a participative class.

The role of the teacher, then must be to becoming a guide, an instructor, and a facilitator who provides the focus, the perspective and necessary tools for students to be able to produce their own thinking for the production of learning. Bhattacharjee (2015) indicates “Constructivist teaching fosters critical thinking, and creates motivated and independent

19 learners”. (p.67). Constructivism is appreciated in foreign language classes, since in the same way teachers can have students produce and develop learning even in a non-native language.

The good development of the class emphasizing the acquisition of a foreign language, is achieved by the communicative skills reinforcement and the setting of an adequate and participative environment where the teacher applies proper resources, strategies and methods for the production of an active learning. Here is where songs get in as classroom allied tools due to the multiple benefits they bring through a correct exploitation: they provide lexicon; improve pronunciation; take students to the experience of a new culture; reinforce grammatical structures; show students real world situations; tune the ear; besides the psychological benefits.

Songs, then can have students accomplish a full and integral development. In regard to listening comprehension, students may be able to reach effective listening development when studying with songs. This is why, there will be detailed some listening skill aspects in order to understand the importance of listening process in communication.

2.2.4.1 Types of listening

Derrington and Groom (2004) and Attias, Goding, Johnson, and Wrench (2011) suggest as types of listening the following:

20 Table 1. Types of listening

Informative listening

When there is needed to obtain information or know the content of the message within the communication, it is used informative listening which is the most common type of listening. Appreciative listening

When there is a satisfaction or appreciation of listening to something or someone. For example, when we listen to music just for distraction.

Critical listening

When the listener uses his/her judgment for checking information. It may require a decision from the listener. Discriminative listening

When the listener distinguishes sounds, rhythm, pauses in order to identify emotions, moods. Empathic listening

When the listener listens and barely talks for understanding the other person situation, he/she uses sympathy and understanding. Comprehensive Listening

Known also as active listening. When the message is understood and it is produced an understanding through it. It is necessary for example in tasks to comprehend and to get the idea of what is been sent.

Source: A team approach to behavior management (2004) Stand up, speak out: the practice of ethics of public speaking (2011) Authors: Derrington & Groom (2004) and Attias et al. (2011)

2.2.4.2 Purpose of listening

Pesce (2017) considers that when working with listening in class, the main purposes must be:

 Listening for the main idea, having students through activities focus on the general idea and not the details of a subject.  Listening for detail, the purpose is the opposite of listening for the main idea, students must perceive and understand the details of the information.

21  Listening for a sequence, it could be the information the teacher provides to students with the purpose of following instructions or ordering ideas.  Listening for specific vocabulary, it is needed for identifying vocabulary words by organizing them.  Listening for cultural interest, used for activities when the goal is increasing cultural context.  Listening for attitude and opinions, it is more complex since it is necessary to identify the real idea, opinions or points of view the speaker is transmitting.  Listening for functional language, the purpose is to equip students with language and lexicon for real life situations.

Depending on the reason or purpose of the listening, different strategies based on processes must be applied in order to accomplish a specific goal.

2.2.4.3 Levels of listening

Achieving an effective listening is essential in interpersonal communication. Having an empathetic listening is the key according to Covey (2013), knowing the perspective of the interlocutor is part of the communication itself. According to him, people normally listen in five levels of listening, which are:

Ignoring, it is basically do not pay attention to the interlocutor, ignoring the information he/she is sharing. This is, giving no importance and space to the other person perspective.

Pretend listening, people sometimes tend to pretend they are listening during a conversation, their body is present but their attention is poor. Giving importance to a part of the information been shared by the interlocutor.

22 Selective Listening, this is to listening to specific information about the listener’s interest. The listener only listens to what he/she considers relevant or what they consider useful and interesting.

Attentive Listening, it refers to fully listening by giving a total attention to the interlocutor and understanding the message of the conversation but not placing yourself in the other person situation.

Empathic Listening, furthermore of understanding the message, it must be understood the other person opinion, point of view, the meaning of what he/she wants to communicate, which is the purpose of effective listening.

The following figure resumes the levels of listening and the relation they have with own and other’s frame of reference. It was adapted by Gwen (2016) in relation to the Covey (2013) theory.

Figure 1. Levels of listening

Source: Covey (2013) www.leaderwholeads.com Authors: Gwen (2016)

23 2.2.4.4 Listening processing

Top-down and Bottom up processing, which are denominated as cognitive processes, are the most relevant and outstanding approaches for the process of understanding and perception.

Top-down processing, it was born from Richard Gregory theory. The process is supposed to use previous knowledge to overview and consequently understand a situation. About this Vandergrift & Goh, (2012) tell “Top-down processing... primarily involves the application of context and prior knowledge to interpret the message”. (p.18)

Top-down process help students predict or go in advance about facts of a situation they listen only by using their previous knowledge. Through its strategies, in listening activities for example, students may be able to get a general idea about a content even if they do not know every single word they listen, boosting students develop inference. Tyagi (2013) specifies as top-down strategies: “listening for the main idea, predicting, drawing inferences and summarizing”. (p. 3)

Bottom up processing, E.J Gibson implemented bottom up processing since for him, the top-down was an incomplete process. The Bottom up process on contrary has listeners focus on the details and elements they listen. Its use can be more pertinent and applicable in the case the student unknowns the situation or it is difficult for him or her to understand the context because of the lack of previous knowledge.

Bueno, Madrid, and McLaren (2005) define this processing as following:

Bottom up processing is essentially a linguistic process in which we try to make sense of acoustic signals by using knowledge of language. According to this model, sound is assumed to be decored by accretiation and in a linear fashion- from phonemes, to words, to phrases, to utterances, to complete meaningful texts- whereby “meaning itself is derived as the last step in the process. (p. 286)

24 Unlike the top-down processing, in here the teacher applies bottom up strategies to guide students to the detection and recognition of structures and linguistic elements such as: the key words in a text, the tenses of the sentences, the intonation, stress and so on, which will lead to the development of skills and in the case of listening it will also help students tune the ear through this speech decoding.

It is thought that both the top-down processing and the bottom up processing are necessary for the correct development of the listening comprehension, and their application through their strategies, must be one next to the other. When working with songs, top-down processing let student predict or having an overall view of the context due to student’s familiarization with music and the experiences it evokes. But also it is necessary for having a complete formation of the listening comprehension, do not forget the subsequent utilization of bottom up processing since songs contain individual features such as pitch, rhythm or the elements of connected speech presented in their lyrics that will benefit in the construction of new knowledge.

2.2.4.5 Stages of listening activities

Listening activities are divided by Underwood (1989) into three categories which are: pre-listening; while-listening and post-listening. The purpose of the stages is to prepare students with an effective listening by performing different tasks or activities. Top-down and bottom up strategies can be adapted to the listening activities proposed in all three stages.

25 Table 2. Stages of listening activities

Stage Function Listening strategies Pre-listening It prepares students  Looking at pictures through related  Looking at a list of information, it could be items/thoughts background information,  Making lists of and with this anticipating possibilities/ideas, etc.  Reading a text the content and activating  Reading through their prior knowledge. questions  Labelling a picture  Completing part of a chart  Predicting/speculating  Previewing the language  Informal teacher talk in discussion (p.35-43) While-listening This is during the listening  Making/checking items in process where students pictures must be able to obtain a  Which picture? message. It may follows  Storyline picture sets different purposes of  Putting pictures in order  Completing pictures listening  Picture drawing  Carrying out actions  Following a route  Completing grids  Form/chart completion  Labelling  True/false  Multiple choice questions  Gap filling  Spotting mistakes  Predicting (p.49-72) Post-listening It concludes the work with  Form/chart completion regard of the listening skill.  Extending lists There are required  Sequencing activities for exposing  Matching with a reading comprehension and the text production of output. Post-  Extending notes into written responses listening activities usually  Summarising

need more time to  Problem solving execute.  Jigsaw listening  Identifying relationships between speakers.  Role-play  Simulation (p.81-92) Source: Underwood. Teaching listening (1989) Authors: Alvarado and Manya (2017)

26 2.2.4.6 Song listening strategies

Here are some useful listening strategies examples to exercise in listening activities to develop listening comprehension in students by using songs:

Gap fills, one of the most common song listening activities where the students must complete spaces with words from the songs. Used mainly for increasing vocabulary.

Spot the mistakes, the purpose of the activity is the student to be able to identify mistakes whether in vocabulary or grammatical content.

Jumbled lines, this activity makes use of grammatical elements where the student must be able to order sentences following structures.

Translation activity, this is the language change in the native language, the student must be able to express or determine meanings of words or expressions in their native language.

2.2.4.7 Song types for adapting in class

The type of music can be adapted without any problem in the curriculum of students depending on the teacher ingenuity. Anyway, there are some songs that are most suitable for adapting in class. Šmídová (2010) divided songs in the following types or categories:

Action songs, the songs must be accompanied with moves and gestures in relation to the song content. They engage students with fun, attention, relaxation and also makes easier the learning of new vocabulary.

Traditional and special occasion songs, they may be introduced in the class in special occasions or festivities. These songs are easy to learn and repeat because of the repetition of verses of the song. For example: Christmas songs or local city song. Also, these songs contribute students with cultural context.

27 Jazz chants, they can be adapted to foreign language classes since they fill students with natural intonation patterns and also the incursion of idiomatic phrases and words.

Different genres songs, these could include any song genre they teacher may introduce in the class for obtaining the planned aims of the class. Most recommendable genres could be classical songs, folk songs, hip-hop songs, rock songs and pop songs which are the most common in foreign classes.

2.2.5 LINGUISTICS FOUNDATION

The importance of using songs in classes lies in the fact that it entertains, stimulating the student’s brain and at the same time, it provides them cultural context and language with the linguistics structures for developing skills.

The developing of the skill will depend also on how well the learner engages to the song, it is necessary therefore the inclusion of songs that can adapt to the students likes such as the popular songs. Pop music is highly recommended to work with young learners. “Wang (2008) summarized the three main features of pop songs: songs that are highly motivating, songs that contain linguistic information, and songs that contain historical and cultural knowledge”. (Xiao, 2013, p. 15).

Through pop music for example, teachers can get students motivate in the activities, giving space to the development of the linguistic competence since songs contain not only melody and rhythm but also the speech.

According to Rosová (2007) “Song can be used in a lot of various ways, all the skills such as listening, reading, writing and speaking (…) starting with vocabulary, grammatical structures, and ending with rhythm, stress, fluency and pronunciation.” Therefore, the inclusion of songs in the teaching of foreign languages (LE) bring benefits in the learning process

28 and it is believed that the best way to learn a new language is through the ear.

Cakir (1999) adds by saying:

Music being a source of motivation, interest and enjoyment, it is much easier for children to imitate and remember language than words which are just 'spoken'. Again, a song or a chant can be used very effectively to teach children the sounds and rhythm of the language and to reinforce structures and vocabulary. Moreover songs contain words and expressions of high frequency and offer repetition. (para. 3)

The songs that consists in melody and lyrics possessing enough linguistic elements, where all the skills have a role and a space to develop. Through listening, being the input, it can be developed the speaking for producing but also an improvement of pronunciation since, for example in English songs, they have colloquial language that represents a culture and therefore accents and terms from different places.

Also, lyrics provide the reading input with vocabulary and lexicon that prepare student in writing or in any other skill development. When the student is working with a song, he/ she will try to comprehend the lyrics content, expanding the vocabulary and the comprehension but also by the repetition his/her pronunciation will improve as well as the grammar structures because of the constant practice.

It is also important to remember that all of these elements are more effective, in the process of acquiring a foreign language, especially English which is considered the second language all over the world, being the most studied.

2.2.6 TECHNOLOGICAL FOUNDATION

In the recent years, the technology has increased quickly and thanks to the internet access, the communication is being growing more and more.

29 The benefits can be seen in the different fields of the society such as: health, politic, economy, education. In the educational field, technologic resources have been greatly welcomed, being essential currently in the acquisition of a new language, increasing the speed in the learning processes.

Nowadays, (ICTs) the Information communications technology thanks to its continuous development, it improves the information exchange process because through ICTs now it is easier the fact of sharing information to different parts of the world. According to Boothe and West (2015) the “Information communications technology (ICT) can be incorporated to enhance and strengthen learning while sparking inspiration and creativity” (pp.3). They are tools that have become relevant in the learning process with the goal of acquiring a meaningful learning. Besides, ICTs help students to have inspiration in the different tasks and assignments they are in charge of carrying out where through them, they may increase their creativity without limit their minds.

According to Jones and Younie (2014) “The limit or extent of the ICT tools can also be determined by the particular learning style and creativity of the person using the tool” (p.41) the technological tools such as computer; TV; recorder; radio; among others, appear these days as new resources that collaborate with the acquisition of new learning. Notwithstanding, in some educational institutions, there are not enough material or resources to work with ICTs. Reasons why teachers are in a hurry to replace them with another kind of material, but without the same outstanding results.

Although, songs for the practice of listening activities, do not need the employment of such a huge quantity of technological resources, at least the implementation of a lab and a recorded are required. Fact that often is not achieved, mostly in many public institutions. Boothe and West (2015) emphasize the importance of this technological resources “Music lyrics abound in the digital age and are easily accessible along with software and a variety of on line musical supporting activities”. (pp.5)

30 In this evolving world where there already exist many kinds of music, types of technological resources and teaching-learning strategies, it is indispensable to improve skills in learning process by using internet and any other technological teaching resource. These technological supporting tools (ICTs) needs to be a ‘must have’ in classrooms where students and teachers are able to access freely to them for their own gain.

2.2.7 LEGAL FOUNDATION

The present research is based and founded under the precepts and aims established in the constitution of Ecuador (2008).

The Constitution of Ecuador makes sure people rights in education which involucres the student as the center of the process, the teacher, the parents and the society itself. The interculturality, the inclusion of students to education independently their culture, traditions, age, social condition, mental or physical condition and other factors related to students are a key in the educative process where the communications and technologies play an important role, students are free to their access and they must be included are main resources for developing learning process, thus their implementation is fundamental since the current world is technological and globalized.

The National Plan of Good Living (2013) also contributes to this project through its Objective 4 from national objectives of good living in which indicates:

Levels of education must be present and upgrading from initial education to a higher education with the purpose of potentiating and developing capacities in the individual where education must provide adequate conditions with the implementation of ICTs, proper infrastructures and equipment and all the necessary resources for the student’s development. Interculturality and the implementation of foreign languages are also part of education in all its levels.

31 The Organic Law of Intercultural Education (LOEI) (2011) in Title I about General Principles and in Title II of rights and obligations specifically in chapter two obligations of the state regarding the right to education mentions the following:

Education is important in human’s life for transforming the individual and the society, promoting an education of social interaction where students learn the ones from the others by communicating, and also an education based on multilearning, students have access to an integral education in order to develop their intelligence and master their skills in the different fields.

The LOEI as well as the Constitution of Ecuador gives importance to the use of information and communication technologies in the educative curriculums as help mechanisms for the learning process. This one also recognizes the implementation of international languages like the English language for an intercultural interaction.

The Curriculum guidelines (Updated 2014) shows the specific objectives of listening skill students of Tenth grade of BGE must accomplish with an A2.1 English level.

Students must develop skills in listening such as:

 The recognition and utilization of colloquial language.  The understanding of expressions, vocabulary, specific language for real life situations through a slow and articulated speech.  The inference or deduction of different words meanings in a familiar context.  The differentiation of words by identifying stress placement and intonation.  The identification of general ideas in information of familiar context.  The identification of main idea in general topics of news, reports, interviews, when the inclusion of visual resources are also available.

32 CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF THE RESULTS 3.1 METHODOLOGICAL DESIGN

The methodology of this research project is of mixed nature because there is no dichotomy, between the qualitative and quantitative since there is a relationship between them since the qualitative is used in the process of valuation and interpretation of data obtained from several bibliographical and empirical sources. It is quantitative because it is used in the tabulation process and in the processing of the results achieved on the application of the instruments and also because it is analyzed quantitative methods like chi-square.

3.2 TYPES OF RESEARCH

This type of research according to its purpose or criteria is an applied research because it is aimed at an educational context where it is sought to solve a problem of society. This project has as type of research the descriptive, explanatory and purposeful.

Ethridge (2004) defines descriptive research as follows: “descriptive research may be characterised as simply the attempt to determine, describe or identify what is” (p. 24). Therefore our research is descriptive because it characterizes the situation that presents the students of 10th year BGE “A” of the 28 de mayo Public Experimental High School with respect to influence of songs on listening comprehension.

About the explanatory research Yousaf (2017) states “this type of research allows the researcher to provide deep insight about a specific subject, which gives birth to more subjects and provide more opportunities for the researchers to study new things and questions new things” (para. 14) therefore it is explanatory because the songs that are influencing in the development of the listening comprehension are investigated.

33 It is of a purposeful type because it is proposed to design a solution for the problem focused on song activities to improve listening comprehension.

It can also be said that it is an investigation of non-experimental type because we do not perform an experiment to evaluate the feasibility of the proposal that is realized. Bonds-Raacke and Raacke (2014) support this by saying “nonexperimental research does not rely on manipulating variables. Rather, it makes observations about how variables are related to one another and describes the findings”. (p. 61)

3.3 POPULATION AND SAMPLE

It was evidenced in previous observation during teaching practice, the poor treatment that communicative skills were having in English classes, specially the little attention given to the development of the listening skill in the students of the 28 de Mayo Public Experimental High School, room “A”, causing on them serious failures in the learning process.

For this reason, the mentioned classroom was chosen as the object of study of the present research with a population of 36 students and an English teacher, being the 28 de Mayo Public Experimental High School room “A”, at the same time the sample.

Table 3. Population and sample

Population Sample

Student 36 36

Teacher 1 1

Total 37 37

Source: 28 de Mayo Public Experimental High School 2017-2018 academic year Authors: Alvarado and Manya (2017)

34 3.4 OPERATIONALIZATION OF THE VARIABLES

Table 4. Operationalization of the variables

VARIABLES OF THE RESEARCH VARIABLES DIMENSIONS INDICATORS Suggestopedia

Theoretical bases CLT

Constructivism Develop imagination and creativity IV Improves interpersonal relationship Songs Benefits of songs Improves attention and memory Reduces nervousness Action songs

Traditional and folk songs Types of songs Jazz chants

Different genres songs

Top down processing strategies

Listening processes Bottom up processing strategies

Informative listening

Appreciative listening

Types of listening Critical listening Discriminative listening

Empathic listening Comprehensive Listening DV Ignoring Listening Pretend comprenhension Levels of listening Selective Attentive Empathic Pre-listening Stages of listening While listening Post listening Source: Interpretative analysis of the variables Authors: Alvarado and Manya (2017)

35 3.5 RESEARCH METHODS

The methods that are used in the present investigation are of theoretical type, being thus:

Synthetic Analytical method since it allows the decomposition of the variables of study (songs, listening comprehension) with the purpose of studying their elements individually, then to integrate them and thus doing a joint study.

Inductive-Deductive method was also used because it was studied more thoroughly the object of study from the particular to the general and from the general to the particular in order to subsequently the elaboration of the proposal.

Logical-Historical method because it made possible the study of the background that originated the problem and also the methods and approaches that are related to both of the variables.

Systemic-Structural-Functional method for the elaboration of the proposal consisting in a C.D. and booklet focused on song activities. Empirical methods were not used but empirical techniques that are detailed below.

3.6 TECHNIQUES AND INSTRUMENTS OF THE RESEARCH

3.6.1 EMPIRICAL TECHNIQUES

The empirical techniques that have been used in this research study are:

Observation, the observation refers a method for studying the development of a class through a direct observation of it, where classroom behavior is considered.

Survey, it is a method for collecting information from a group of people about a specific subject of interest with the purpose of obtaining data that will be analyzed for then the deduction of conclusions.

36 Interview, it is a more personal and formal method for collecting information in a more qualitative way with an open ended questionnaire used for knowing the exact opinion of a specific person.

3.6.2 INSTRUMENTS OF THE RESEARCH

Class observation, the class observation consists in a formal observation about the teaching process application of English classes developed in Tenth grade of BGE room “A”, the one that allows the assessment of the treatment listening comprehension and songs are having in the classroom, also for the verification of the use of audiovisual resources necessary for the development of listening comprehension and to know directly the level the students of Tenth grade of BGE room “A” possess.

Questionnaire, it consists in a closed survey addressed to the students of Tenth grade of BGE room “A”, where they had to express their degree of agreement or disagreement through a total of 15 structured statements in order to determine students’ needs through their opinions about the use of songs for listening comprehension development. It was used the Likert scale for the elaboration of the survey, in ranges from 1(strongly disagree) to 5 (strongly agree).

Interview to the teacher, the interview consists of a questionnaire with 5 open-ended questions addressed to the English teacher of Tenth grade of BGE room “A” with the purpose of getting an idea of the actual situation of students of Tenth grade of BGE room “A” in relation to listening comprehension treatment given to this skill in class.

37 3.7 ANALYSIS AND INTERPRETATION OF DATA

3.7.1 OBSERVATION OF CLASS ANALYSIS

Table 5. Observation of class guide table

Criteria Yes No Observations

1. The teacher creates an No listening resources. appropriate climate for the x Some of them participated. listening skills development. 2. Students understand what the x Very few understood. teacher explains. Teacher used body language. 3. Students follow teacher commands and sequences of act x Very easy commands according to instruction given. 4. The teacher uses different strategies when practicing x No strategies were found listening comprehension in class. Only her speaking 5. The teacher guides carefully the activities that will be carried out. x Activities were improvised 6. The teacher checks x understanding in students. 7. Students participate actively in x Very few class. 8. The teacher uses technological x resources. 9. Students seem engaged with listening comprehension x activities. 10. The teacher speaks English most x of the time. Source: Observation guide taken to the Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

It was found that the teacher does not use any listening resources but her speaking, mostly due to the lack of (technological or from other nature) resources in the institution, the teacher speaks in English most of the time although he/she has to repeat many times the same instruction or phrase and even using body language or gestures for the students to understand.

38 The teacher seems to have a positive attitude towards the students and attempts to have them perform the activities proposed but very few participate. It was evident that many of the students were not motivated or interested in the activities. According to what was observed, the teacher ignores most of students listening understanding and the accomplishment of the activities, caused mainly to the fact that he/she barely walks through the classroom, he/she only stands in the front of the whole class, being his/her attention only for the first row of the classroom.

There were not didactic resources employment in the class development. Concerning to the listening skill, the only resource used for the students to be in touch with the English language and the foster of itself, it was teacher’s speaking resulting in a very big problematic because students do not have any other listening support and either they are being prepared with appropriate listening strategies. This leads to the establishment of a poor learning process climate, slowing down the development of skills necessary for the acquisition of a foreign language.

In conclusion, it was determined the importance in the implementation of didactic resources in the classroom as well as the application of well guided strategies as keys for developing student’s communicative skills, attention and motivation. Also, it must be emphasized that teacher’s speaking is not a full resource for getting a domain and control over the class even if the teacher’s English proficiency level is not low.

39 3.7.2 SURVEY ANALYSIS

3.7.2.1 Data Analysis and Interpretation Sample: 36 Room: “A” of Tenth grade of BGE Table 6. Item 1. I like listening to songs in English I like listening to songs in English. Category Students Percentage Strongly disagree 0 0% Disagree 1 3% Neither agree or disagree 2 6% Agree 13 36% Strongly agree 20 56% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 2. Item 1. I like listening to songs in English

0% 3% 5%

36% Disagree 56%

Agree Strongly agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment: Most of the students indicated that they like to listen to music in English since the music attracts the student's attention and makes them quickly master the language, therefore, music must be a fundamental tool for the learning of a new language.

40 Table 7. Item 2. I think songs are fun and they de-stress me I think songs are fun and they de-stress me.

Category Students Percentage Strongly disagree 0 0% Disagree 1 3% Neither agree or disagree 4 11% Agree 9 25% Strongly agree 22 61% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 3. Item 2. I think songs are fun and they de-stress me

me

0% 3%

Strongly disagree Disagree

Agree Strongly agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

The students reveal that music is fun and de-stressing, so when applied to the teaching-learning method of a new language it would be fundamental since it would improve the classroom environment making it dynamic and fun.

41 Table 8. Item 3. Songs help me focus on my school assignments Songs help me focus on my school assignments.

Category Students Percentage Strongly disagree 1 33% Disagree 3 25% Neither agree or disagree 12 150% Agree 8 67% Strongly agree 12 33% Total 36 100%

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 4. Item 3. Songs help me focus on my school assignments

Strongly disagree Disagree

Agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

Most students think that music helps focus on school assignments because with its rhythm and lyrics it encourages the student to listen to it on repeat and thus progress in his/her learning process.

42 Table 9. Item 4. I am interested in learning English through songs

I am interested in learning English through songs.

Category Students Percentage Strongly disagree 1 3% Disagree 1 3% Neither agree or disagree 5 14% Agree 15 42% Strongly agree 14 39% Total 36 100%

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 5. Item 4. I am interested in learning English through songs

through songs

3% 3%

Strongly disagree Disagree

Agree

Strongly agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

The results of this survey shows that the majority of the students like the idea of learning a new language through songs since this is an essential tool to develop their skills in general.

43 Table 10. Item 5. Listening to songs in English can improve my English level I believe that listening to songs in English can improve my English level.

Category Students Percentage Strongly disagree 0 0% Disagree 1 3% Neither agree or disagree 4 11% Agree 14 39% Strongly agree 17 47% Total 36 100%

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 6. Item 5. Listening to songs in English can improve my English level

can improve my English level

0% 3%

11% Strongly disagree 47% Disagree

Agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

This item shows that students agree that listening English music can improve the level of English as it increases the vocabulary, the flow when speaking and also it refines the ear.

44 Table 11. Item 6. I believe that the use of modern songs motivates me more I believe that the use of modern songs motivates me more.

Category Students Percentage Strongly disagree 0 0% Disagree 4 11% Neither agree or disagree 8 22% Agree 7 19% Strongly agree 17 47% Total 36 100%

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 7. Item 6. I believe that the use of modern songs motivates me more

motivates me more

0%

11%

Strongly disagree

Disagree

Agree 20%

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

The result shows that modern songs are the most attracted by the young people of this generation, so their rhythm and lyrics motivate them to learn a second language more easily.

45 Table 12. Item 7. To be in touch with music since the earliest stages of life to develop listening comprehension I consider that it is necessary to be in touch with music since the earliest stages of life to develop listening comprehension. Category Students Percentage Strongly disagree 1 3% Disagree 3 8% Neither agree or disagree 7 19% Agree 8 22% Strongly agree 17 47% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 8. Item 7. To be in touch with music since the earliest stages of life to develop listening comprehension I consider that it is necessary to be in

of life to develop listening comprehension

Disagree

22% Agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

Most students think that music should be heard from an early age to develop listening, so music is one of the basic bases for the beginning of English language learning.

46 Table 13. Item 8. It is difficult to me to understand and execute the English book listening activities It is difficult to me to understand and execute the English book listening activities. Category Students Percentage Strongly disagree 3 8% Disagree 3 8% Neither agree or disagree 10 28% Agree 18 50% Strongly agree 2 6% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 9. Item 8. It is difficult to me to understand and execute the English book listening activities

Disagree

Agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

The almost all the students confirm that they do not understand and cannot execute the orders of the listening exercises of the English book that is done inside the class, therefore there is a huge gap in the learning of these students.

47 Table 14. Item 9. I would use songs as a personal learning resource I would use songs as a personal learning resource.

Category Students Percentage Strongly disagree 1 3% Disagree 5 14% Neither agree or disagree 6 17% Agree 15 42% Strongly agree 9 25% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 10. Item 9. I would use songs as a personal learning resource

resource

3%

Disagree

Agree

41%

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

A part of the students think that the use of music is an indispensable resource for the good learning of a new language therefore it is taken as a personal and autonomous tool.

48 Table 15. Item 10. I consider that the proper use of songs may help me improve my listening comprehension I consider that the proper use of songs may help me improve my listening comprehension. Category Students Percentage Strongly disagree 0 0% Disagree 6 17% Neither agree or disagree 6 17% Agree 8 22% Strongly agree 16 44% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 11. Item 10. I consider that the proper use of songs may help me improve my listening comprehension

comprehension. 0%

Strongly disagree 44% 17% Disagree

22% Agree Strongly agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

The proper use of the songs helps significantly to the development of the comprehension listening since it sharpens the ear of the students to differentiate between words that sound identical and have different meanings.

49 Table 16. Item 11. English listening activities performed in class are boring to me English listening activities performed in class are boring to me.

Category Students Percentage Strongly disagree 2 6% Disagree 10 28% Neither agree or disagree 6 17% Agree 8 22% Strongly agree 10 28% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 12. Item 11. English listening activities performed in class are boring to me

class are boring to me

5%

Strongly disagree Disagree

Agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

Half of the students surveyed agree that the listening activities that take place in the classes are boring for reasons such as lack of technological tools (radio, recorder, etc.) or lack of interest by the teacher in his classes.

50 Table 17. Item 12. I would like listening activities to be more fun and comfortable I would like listening activities to be more fun and comfortable.

Category Students Percentage Strongly disagree 1 3% Disagree 1 3% Neither agree or disagree 3 8% Agree 13 36% Strongly agree 18 50% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 13. Item 12. I would like listening activities to be more fun and comfortable

fun and comfortable

3% 3%

8%

Disagree

36% Agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

This result shows that many of the students wish that the listening comprehension activities that are applied in the classroom are not the same as always but that new strategies are applied as songs so that they are motivating and helping student to develop their skills quickly.

51 Table 18. Item 13. The implementation of audio didactic resources, improve my listening skills I consider necessary the implementation of audio didactic resources such as: recorders; laboratories, to improve my listening skills. Category Students Percentage Strongly disagree 0 0% Disagree 1 3% Neither agree or disagree 4 11% Agree 12 33% Strongly agree 19 53% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 14. Item 13. The implementation of audio didactic resources, improve my listening skills

listening skills

0% 3% 11%

Strongly disagree Disagree

33%

Agree Strongly agree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

This item reveals that the implementation of audio didactic resources contributes a lot to the development of listening comprehension due to its ability to perform different activities in class and outside of class.

52 Table 19. Item 14. I would like teachers to use songs as an aid to improve my listening skills I would like teachers to use songs as an aid to improve my listening skills.

Category Students Percentage Strongly disagree 0 0% Disagree 3 8% Neither agree or disagree 3 8% Agree 12 33% Strongly agree 18 50% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 15. Item 14. I would like teachers to use songs as an aid to improve my listening skills

aid to improve my listening skills

0%

8% 8%

50%

Neither agree or disagree 34%

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

Most of the student needs that teacher work in the class with different kind of song to get attraction of student and in that way advance in the development of listening skill.

53 Table 20. Item 15. The implementation of a C.D. and booklet focused on song activities as a practical method for learning English I find the implementation of a C.D. and booklet focused on song activities as a practical method for learning English. Category Student Percentage Strongly disagree 0 0% Disagree 3 8% Neither agree or disagree 5 14% Agree 17 47% Strongly agree 11 31% Total 36 100% Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Figure 16. Item 15. The implementation of a C.D. and booklet focused on song activities as a practical method for learning English

0%

8% 31% 14% Strongly disagree Disagree

Source: Survey addressed to Students of Tenth grade of BGE room “A” of 28 de Mayo Public Experimental High School Authors: Alvarado and Manya (2017)

Comment:

Students show that they agree that innovative activities with music are essential and necessary for learning English.

54 3.7.3 INTERVIEW ANALYSIS

Questions:

1. What type of didactic audio resources does the institution provide you to use for the development of your English classes? None, we don’t even have access to the lab because it has been closed since last year, many computers are damaged.

2. Which type of listening activities you apply the most in your classes and what have been the results you have found out? They mostly listen to me, although sometimes they listen to the book audio or a song.

3. Are the songs taken into account as a didactic resource in your English classes and how frequently are they applied? Yes, not so frequently due to lack of listening device.

4. Are your students comfortable and attentive in English classes when using the didactic audio resources? I think so

5. What do you consider is the level of English listening comprehension in your students? I would say it is 60-70%

Comment:

The interview to the teacher reveals the necessity of didactic resources and devices in the classroom and in the institution itself, the one that does not provide any type of supporting resource to the teacher for complementing his/her classes, since the English lab is not even available at this time. The teacher has to bring personal devices for working with the students, fact that does not happen frequently as commented the teacher, the one that for treating listening comprehension development most of the times uses his/her own speaking as the only resource.

Besides, the teacher only works with the listening activities of the English book and as external activities, she/he once in a while works with songs. The songs the teacher prefers to use are slow and calming songs because according to him/her they keep the class quiet and relaxed taking

55 them with a better mood to the perform of the activities, which were not specified by the teacher.

Despite the issues found in the class especially with regard to listening comprehension, the teacher considers his/her students bear a 60- 70 % level of English listening comprehension over a 100% according to the A2.1 level for a Tenth grade. Situation that was not corroborated during the observation of the class.

3.8 TRIANGULATION OF RESULTS

It was determined as a result of the analysis of the instruments the necessity of implementing adequate strategies leading to the development of communicative skills, where also the motivation takes place in a cooperative environment.

Likewise, outstanding and innovative resources such as the ICTs play a significant role in the construction of learning of students also creating cohesion in the classroom. On the contrary, their poor treatment may cause great failings and gaps in the students’ learning.

Finally, it was evident the lack of motivation in the English classes even though there was noticeable the great predisposition of the students towards an innovative learning style just as it is the use of songs, fact that was demonstrated in the application of the instruments.

3.9 CHI SQUARED TEST OF VARIABLE CORRELATION

Chi squared is a statistical hypothesis test that shows the relation or the between two variables: independent (songs) and dependent variable (listening comprehension) or the influence one variable has over the other. The statements used were number 6: I believe that the use of modern songs motivates me more (Songs- I.V) and number 10: I consider that the proper use of songs may help me improve my listening comprehension (listening comprehension- D.V).

56 Table 21. Case Processing Summary

Cases Valid Missing Total

N Percent N Percent N Percent

VD * 36 100,0% 0 0,0% 36 100,0% VI Source: IBM SPSS statistics Authors: Alvarado and Manya (2017)

Table 22. VD * VI Crosstabulation

VI

neither

agree or strongly

disagree disagree agree agree Total

VD disagree Count 1 2 0 3 6 % of Total 2,8% 5,6% 0,0% 8,3% 16,7%

neither agree or disagree Count 0 2 2 2 6 % of Total 0,0% 5,6% 5,6% 5,6% 16,7%

agree Count 2 1 1 4 8 % of Total 5,6% 2,8% 2,8% 11,1% 22,2%

strongly agree Count 1 3 4 8 16 % of Total 2,8% 8,3% 11,1% 22,2% 44,4%

Total Count 4 8 7 17 36 % of Total 11,1% 22,2% 19,4% 47,2% 100,0% Source: IBM SPSS statistics Authors: Alvarado and Manya (2017)

Table 23. Chi squared test results

Asymptotic

Significance (2- Value df sided)

Pearson Chi-Square 6,165a 9 ,723 Likelihood Ratio 7,582 9 ,577 Linear-by-Linear Association ,476 1 ,490 N of Valid Cases 36 a. 15 cells (93,8%) have expected count less than 5. The minimum expected count is ,67. Source: IBM SPSS statistics Authors: Alvarado and Manya (2017)

57

Figure 17. Chi squared test analysis figure

Source: IBM SPSS statistics Authors: Alvarado and Manya (2017)

Comment:

Obtaining the result in this analysis test, it was found the relation between the variables (song and listening comprehension) proposed in this project.

3.10 CONCLUSIONS AND RECOMMENDATIONS

It was concluded therefore:

1) Songs create an appropriate atmosphere for the development of listening comprehension thanks to the qualities they possess. 2) Music can ease the communicative process development by achieving in students’ social skills and aptitudes.

58 3) Music engages learner with the learning target fostering listening skill development and also giving space to the other communicative skills development. 4) Listening comprehension is fundamental in the learning process for the construction of meaning. 5) For the good development of the listening comprehension by using songs as supporting resources in English classes, it is necessary the joint application of adequate methods and strategies in addition to the use of technological tools.

For these reasons the authors of the thesis project recommend:

1) Due to the benefits songs contain, the implementation of songs in the foreign language classes is highly recommended by the authors. 2) It is recommended the proper use of songs in English classes since it promotes students to the development of the communicative process. 3) Due to the great reception that young people have on music it is indispensable its use in the learning process for the development of communicative skills. 4) It is essential the insertion of listening comprehension activities in most of the different activities that take place in English classes. 5) It is fundamental the application of strategies and methods as well as the insertion of ICT’s in English classes for profiting the use of songs in listening comprehension development.

59 CHAPTER IV

THE PROPOSAL

4.1 TITLE

System of songs and exercises based on songs.

4.2 JUSTIFICATION OF THE PROPOSAL

This proposal is the result of the application of the instruments of investigation applied on students of Tenth grade of BGE, room “A” of 28 de Mayo Public Experimental High School in 2017-2018 Academic Year. The application of the instruments of investigation allowed the authors of this project to identify the major problems and difficulties in the listening comprehension.

It is considered pertinent the application of songs in the development of the classroom because of the importance and benefits they provide, nevertheless the use of songs is poor or limited especially in public institutions, therefore it is proposed the design of a C.D. with songs and a booklet with songs activities to improve listening comprehension.

This proposal is important essentially to reinforce students’ skills in the English language according to the level A2.1 established by the CEFR through the development of listening comprehension since the implementation of a C.D. is a practical resource that can be used easily in any educational institution and with the help of the booklet students can be able to fulfill the proposed activities as an external support of the topics learned in classes.

60 4.3 OBJECTIVES

4.3.1 GENERAL OBJECTIVE

To promote the development of listening comprehension in the students of Tenth grade of BGE, room “A”, through the application of a C.D. with songs and a booklet with songs activities.

4.3.2 SPECIFIC OBJECTIVES

 To reinforce grammar using task based activities related to students’ listening level.  To link students to current sociocultural issues to have them be aware while developing listening comprehension.  To get students closer to informal genuine English context and colloquial language through the music lyrics.  To stimulate students towards the practice of autonomous learning skills through the application of this proposal.

4.4 THEORETICAL ASPECTS

From the philosophical field, this proposal consider what Read (1975) said about not basing education in a rational thinking since human being is designed to live in a natural manner environment being able to express his inner side and what Rosová (2007) said about songs considering them as powerful tools that can touch people´s most human aspects leading them to an integral development of values and also to the development of creativity and imagination, all of these philosophical aspects are reflected in the development of the activities proposed in the proposal through the selection of songs based on interesting subjects.

From the sociological field, the proposal is based on the communicative competence as communication forms part of people’s day to day and relates them with the society. Adelmann (2012) tells that meaning is constructed not only by a person but by the society. Therefore, since music is a universal way of communication as Clarke, DeNora and

61 Vuoskoski (2015) mentioned, it was propitious its incursion for the development of the proposal.

From the Psychological field, there were contemplated chiefly the application of the communicative approach by stating communication as the best way for boosting learning process as well as the Psychological benefits songs provide to the student. Reasons why in the proposal, there is a selection of modern and also catchy songs for having a friendly environment with the students where they were free to communicate.

From the Pedagogical didactic field, the proposal is based on the constructivism learning model and on the top-down and bottom-up processes and for the develop of listening comprehension. Vandergrift & Goh, (2012) consider the top-down process as a methodology that helps students have a main idea or general view while Madrid, Bueno and McLaren (2005) define bottom-up process as a linguistic process because it focuses on the details. Thus both are present as part of the strategies of the proposal for boostering students’ learning process. It was also taken into account in the elaboration of the proposal the types of listening (Derrington & Groom, 2004) (Wrench, Goding, Johnson, & Attias, 2011) and other listening aspects (Pesce, 2017) (Covey, 2013) (Underwood, 1989) for treating listening comprehension.

From the linguistic field, the proposal considers the idea that music can benefit the language development as this is a motivating and entertaining source that provides linguistic structures that help in the acquisition of a foreign language, besides of being easy to work with as Cakir (1999) stated. The proposal follows the guidelines stablished by the Curriculum guidelines (Updated 2014) for the A2.1 English level, since its implementation in the class, reinforces students in the different skills increasing their vocabulary and also knowing the grammatical structures which help them to have a good pronunciation and make their speech more spontaneous.

62 From the technological field, it was concluded that technology facilitates the teaching-learning process of a new language by providing a variety of didactic resources such as radio, TV, recorder and so on. Thanks to them the technological tools are also part of the proposal reflected in the C.D. with the song tracks.

4.5 FEASIBILITY OF THE PROPOSAL

Financial

It is feasible because it has the necessary economic resources for the elaboration of these materials such as C.D. And the booklet with the activities.

Legal

The Constitution of Ecuador backs up our proposal mainly in the article 27 from chapter two RIGHTS OF THE GOOD WAY OF LIVING in Section five about Education which says that the education will focus on human being and shall guarantee holistic human development.

Technical

It is feasible because it has the approval of School of Languages’ teachers who support the proposal with their knowledge.

Human talent

This project is feasible thanks to the support that authorities, teachers and parents provide us to solve this problem where the direct beneficiaries are the students.

Politicies

Our proposal is handled with the precepts established in The Constitution of the Republic of Ecuador and The Ley Orgánica de Educación Intercultural (LOEI).

63 4.6 DESCRIPTION OF THE PROPOSAL The proposal consists in the design of a C.D. that contains 24 songs represented as tracks, the teacher will be able to play in class only by using a recorder or any other similar device. The songs used for the elaboration of the proposal contain themes that are based on the units of the Ministry of education's book established by the CEFR for the level A2.1 that corresponds to the Tenth grade of BGE. Therefore, the activities proposed are based on the curriculum guidelines.

There is also a booklet with activities related to the songs that are on the C.D, this material contains 6 units each one with 4 songs whose activities are divided in three stages: pre- listening, while listening and post listening. Each stage has 2 or 3 exercises focused on developing the listening comprehension in a holistic way. In addition, at the end of the booklet are attached the lyrics of the songs presented in the C.D.

The proposal is considered as innovative because it will serve mainly as a support material to teachers to reinforce the lessons worked in the classes as it will be used as an extracurricular didactic material.

4.7 CONCLUSIONS

Taking into account that music as a learning tool is considered of great importance for the strengthening of different skills particularly for listening comprehension, it was determined that its proper application can improve the study environment. Therefore, there were raised some objectives to be accomplished through the application of the activities of the proposal.

One of the major purposes will be the reinforcement of grammatical tenses through a great quantity of activities, where students must recognize the grammatical structures and the different tenses with their use in context. As many times they get closer with the grammar they more practice, and thus they master their memory and communicative skills.

64 Also, another support the proposal is based on, will be the development of comprehension and reasoning where students are encouraged through the different stages to use their imagination, ideas, and own criterion for completing the proposed tasks.

Therefore, the main goal the proposal promotes with all the activities is to contribute to student's understanding starting with the listening skill development as the input for the other skills treatment.

65 REFERENCES Adelmann, K. (2012). The Art of Listening in an Educational Perspective. Listening reception in the mother tongue . Education Inquiry, 516.

Adler, R. B., & Rodman, G. (2006). Understanding Human Communication, Ninth Edition. New York: OXFORD UNIVERSITY PRESS.

Ahmadi, S. M. (2016). The Importance of Listening Comprehension in Language Learning. International Journal of Research in English Education, 8.

Al Mubarak, M. (2014, september 17). The National. Retrieved from Music ‘helps children expand their cultural horizons’: https://www.thenational.ae/opinion/music-helps-children-expand- their-cultural-horizons-1.239934

Basta , J. (2011). THE ROLE OF THE COMMUNICATIVE APPROACH AND COOPERATIVE LEARNING IN HIGHER EDUCATION . Linguistics and Literature, 126.

Bazemore, M. (2017). Internet Encyclopedia of Philosophy . Retrieved from The Aesthetics of Classical Music.

Bergland , C. (2012, december 29). Psychology today. Retrieved from The Neuroscience of Music, Mindset, and Motivation: https://www.psychologytoday.com/blog/the-athletes- way/201212/the-neuroscience-music-mindset-and-motivation

Bhattacharjee, J. (2015). Constructivist Approach to Learning–An Effective Approach of Teaching Learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies, 67.

Bonds-Raacke , J. M., & Raacke, J. D. (2014). Research Methods: Are You Equipped? Pearson.

Boothe, D., & West, J. (2015). English Language Learning through Music and Song Lyrics—The Performance of a Lifetime. Conference Proceedings 5th edition, 248.

Bueno, A., Madrid, D., & McLaren, N. (2005). TEFL in Secundary Education. Granada: Universidad de Granada .

Cakir, A. (1999). The Internet TESL Journal. Retrieved from Musical Activities for Young Learners of EFL: http://iteslj.org/Lessons/Cakir- MusicalActivities.html

66 Clarke, E., DeNora, T., & Vuoskoski, J. (2015). Music, Empathy, and Cultural Understanding. Physics of Life Reviews.

Covey, S. R. (2013). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. USA: Free Press.

Denac, O. (2014). The Significance and Role of Aesthetic Education in Schooling. Creative Education, 1715.

Derrington , C., & Groom, B. (2004). A Team Approach to Behaviour Management A Training Guide for SENCOs working with Teaching Assistants. London: Paul Chapman Publishing.

Dorrell, P. (2005). What Is Music?: Solving a Scientific Mystery. Philip Dorrell.

Griffee, D. T. (1992). Songs in action. New York; London: Prentice Hall International.

Gwen, C. (2017). LeaderWhoLeads.com. Retrieved from Levels of Listening: http://www.leaderwholeads.com/levels-of-listening.html

Hallam, S. (2010). The power of music: its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 271.

Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom. International Journal of Academic Research in Progressive Education and Development, 117.

Harmer, J. (2001). The Practice Of English Language Teaching. Essex, England: Pearson Education Limited.

Hidayat, A. (2013). THE USE OF SONGS IN TEACHING STUDENTS’ LISTENING ABILITY. Journal of English and Education, 22.

Horn , C. A. (2007). ENGLISH SECOND LANGUAGE LEARNERS: USING MUSIC TO ENHANCE THE LISTENING ABILITIES OF GRADE ONES . University of Soith Africa.

International Conference ICT for Language Learning. (2004). CONSTRUCTIVISM in Piaget and Vygotsky. The Fountain Magazine.

67 Jones, S., & Younie, S. (2014). ICT tools for professional development. In M. Leask, & N. Pachler, Learning to teach using ICT in the secondary school 3rd edition (p. 41). Routledge.

KHARISMAWATI,, R. (2014). Suggestopedia Method in the Teaching and Learning Process. RETAIN . Retrieved from Suggestopedia Method in the Teaching and Learning Process.

LARRAZ, R. (act.2014, 10 11). Cuaderno Intercultural. Retrieved from Cuaderno Intercultural: http://www.cuadernointercultural.com/canciones-para-aprender- idiomas/#ixzz0kploctl7

Millington, N. T. (2011). Using Songs Effectively to Teach English to Young Learners. Language Education in Asia, 135.

NOGUEROLES LÓPEZ, M. (2010). ACTIVIDADES PARA DESARROLLAR LA COMPRENSIÓN. Sino ELE, 1.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press.

Ozer, O. (2004). CONSTRUCTIVISM in Piaget and Vygotsky. The Fountain Magazine.

Pesce, C. (2017). Busy teacher. Retrieved from Listening with a Purpose. 7 Types of ESL Activities.

Rezaei, M., & Ahour, T. (2015). The Effect of Listening to English Songs on Iranian EFL Preintermediate Learners’ Listening Comprehension. The Journal of Applied Linguistics, 161,162.

Rosová, V. (2007). The use of music in teaching English: diploma thesis. Brno: Masaryk University, Faculty of Education, Department of English Language and Literature.

S¸evik, M. (2012). Teaching Listening Skills to Young Learners through “Listen and Do” Songs. E n g l i s h T e a c h i n g F o r u m, 11.

Şevik, M. (2012). DEVELOPING YOUNG LEARNERS’ LISTENING SKILLS THROUGH SONGS. Kastamonu Education Journal, 328.

Šmídová, T. (2010, february 02 ). Metodický portál . Retrieved from Song types and how to select a good one? II. part: https://clanky.rvp.cz/clanek/c/g/7493/SONG-TYPES-AND-HOW- TO-SELECT-A-GOOD-ONE-II-PART.html/

68 Tyagi , B. (2013). Listening : An Important Skill and Its Various Aspects. The Criterion: An International Journal in English, 1-2.

Underwood, M. (1989). Teaching listening. London ; New York: Longman.

Vandergrift, L., & Goh, C. C. (2012). Teaching and Learning Second Language Listening: Metacognition in action. New York: Routledge.

White, K. N. (2007). THE EFFECTS OF BACKGROUND MUSIC IN THE CLASSROOM ON THE PRODUCTIVITY, MOTIVATION, AND BEHAVIOR OF FOURTH GRADE STUDENTS. South Carolina: Divergent Learning Columbia College.

Wipf, J. (1984). Strategies for Teaching Second Language Listening Comprehension. Foreign Language Annals, 346.

Wolpert-Gawron, H. (2014, march 28). edutopia. Retrieved from 8 Ways to Use Music in the Language Arts Classroom: https://www.edutopia.org/blog/using-music-strategies-language- arts-classroom-heather-wolpert-gawron

Wrench, J. S., Goding, A., Johnson, D. I., & Attias, B. A. (2011). tand Up, Speak Out: The Practice and Ethics of Public Speaking. FlatWorld.

Xiao , W. (2013). THE FUNCTION OF ENGLISH SONGS TO IMPROVE LISTENING TO COLLEGE ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS. Wisconsin-Platteville : University of Wisconsin- Platteville .

Yousaf, M. (2017). Scholarship fellow. Retrieved from Explanatory Research Definition, Types, Comparison, Advantages, disadvantages: https://scholarshipfellow.com/explanatory-research- definition-types-comparison-advantages-disadvantages/

69 BIBLIOGRAPHY Adelmann, K. (2012). The Art of Listening in an Educational Perspective. Listening reception in the mother tongue . Education Inquiry, 516.

Adler, R. B., & Rodman, G. (2006). Understanding Human Communication, Ninth Edition. New York: OXFORD UNIVERSITY PRESS.

Ahmadi, S. M. (2016). The Importance of Listening Comprehension in Language Learning. International Journal of Research in English Education, 8.

Al Mubarak, M. (2014, september 17). The National. Retrieved from Music ‘helps children expand their cultural horizons’: https://www.thenational.ae/opinion/music-helps-children-expand- their-cultural-horizons-1.239934

Basta , J. (2011). THE ROLE OF THE COMMUNICATIVE APPROACH AND COOPERATIVE LEARNING IN HIGHER EDUCATION . Linguistics and Literature, 126.

Bazemore, M. (2017). Internet Encyclopedia of Philosophy . Retrieved from The Aesthetics of Classical Music.

Bergland , C. (2012, december 29). Psychology today. Retrieved from The Neuroscience of Music, Mindset, and Motivation: https://www.psychologytoday.com/blog/the-athletes- way/201212/the-neuroscience-music-mindset-and-motivation

Bhattacharjee, J. (2015). Constructivist Approach to Learning–An Effective Approach of Teaching Learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies, 67.

Bonds-Raacke , J. M., & Raacke, J. D. (2014). Research Methods: Are You Equipped? Pearson.

Boothe, D., & West, J. (2015). English Language Learning through Music and Song Lyrics—The Performance of a Lifetime. Conference Proceedings 5th edition, 248.

Bueno, A., Madrid, D., & McLaren, N. (2005). TEFL in Secundary Education. Granada: Universidad de Granada .

Cakir, A. (1999). The Internet TESL Journal. Retrieved from Musical Activities for Young Learners of EFL: http://iteslj.org/Lessons/Cakir- MusicalActivities.html

70 Clarke, E., DeNora, T., & Vuoskoski, J. (2015). Music, Empathy, and Cultural Understanding. Physics of Life Reviews.

Covey, S. R. (2013). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. USA: Free Press.

Denac, O. (2014). The Significance and Role of Aesthetic Education in Schooling. Creative Education, 1715.

Derrington , C., & Groom, B. (2004). A Team Approach to Behaviour Management A Training Guide for SENCOs working with Teaching Assistants. London: Paul Chapman Publishing.

Dorrell, P. (2005). What Is Music?: Solving a Scientific Mystery. Philip Dorrell.

Griffee, D. T. (1992). Songs in action. New York; London: Prentice Hall International.

Gwen, C. (2017). LeaderWhoLeads.com. Retrieved from Levels of Listening: http://www.leaderwholeads.com/levels-of-listening.html

Hallam, S. (2010). The power of music: its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 271.

Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom. International Journal of Academic Research in Progressive Education and Development, 117.

Harmer, J. (2001). The Practice Of English Language Teaching. Essex, England: Pearson Education Limited.

Hidayat, A. (2013). THE USE OF SONGS IN TEACHING STUDENTS’ LISTENING ABILITY. Journal of English and Education, 22.

Horn , C. A. (2007). ENGLISH SECOND LANGUAGE LEARNERS: USING MUSIC TO ENHANCE THE LISTENING ABILITIES OF GRADE ONES . University of Soith Africa.

International Conference ICT for Language Learning. (2004). CONSTRUCTIVISM in Piaget and Vygotsky. The Fountain Magazine.

71 Jones, S., & Younie, S. (2014). ICT tools for professional development. In M. Leask, & N. Pachler, Learning to teach using ICT in the secondary school 3rd edition (p. 41). Routledge.

KHARISMAWATI,, R. (2014). Suggestopedia Method in the Teaching and Learning Process. RETAIN . Retrieved from Suggestopedia Method in the Teaching and Learning Process.

LARRAZ, R. (act.2014, 10 11). Cuaderno Intercultural. Retrieved from Cuaderno Intercultural: http://www.cuadernointercultural.com/canciones-para-aprender- idiomas/#ixzz0kploctl7

Millington, N. T. (2011). Using Songs Effectively to Teach English to Young Learners. Language Education in Asia, 135.

NOGUEROLES LÓPEZ, M. (2010). ACTIVIDADES PARA DESARROLLAR LA COMPRENSIÓN. Sino ELE, 1.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press.

Ozer, O. (2004). CONSTRUCTIVISM in Piaget and Vygotsky. The Fountain Magazine.

Pesce, C. (2017). Busy teacher. Retrieved from Listening with a Purpose. 7 Types of ESL Activities.

Rezaei, M., & Ahour, T. (2015). The Effect of Listening to English Songs on Iranian EFL Preintermediate Learners’ Listening Comprehension. The Journal of Applied Linguistics, 161,162.

Rosová, V. (2007). The use of music in teaching English: diploma thesis. Brno: Masaryk University, Faculty of Education, Department of English Language and Literature.

S¸evik, M. (2012). Teaching Listening Skills to Young Learners through “Listen and Do” Songs. E n g l i s h T e a c h i n g F o r u m, 11.

Şevik, M. (2012). DEVELOPING YOUNG LEARNERS’ LISTENING SKILLS THROUGH SONGS. Kastamonu Education Journal, 328.

Šmídová, T. (2010, february 02 ). Metodický portál . Retrieved from Song types and how to select a good one? II. part: https://clanky.rvp.cz/clanek/c/g/7493/SONG-TYPES-AND-HOW- TO-SELECT-A-GOOD-ONE-II-PART.html/

72 Tyagi , B. (2013). Listening : An Important Skill and Its Various Aspects. The Criterion: An International Journal in English, 1-2.

Underwood, M. (1989). Teaching listening. London ; New York: Longman.

Vandergrift, L., & Goh, C. C. (2012). Teaching and Learning Second Language Listening: Metacognition in action. New York: Routledge.

White, K. N. (2007). THE EFFECTS OF BACKGROUND MUSIC IN THE CLASSROOM ON THE PRODUCTIVITY, MOTIVATION, AND BEHAVIOR OF FOURTH GRADE STUDENTS. South Carolina: Divergent Learning Columbia College.

Wipf, J. (1984). Strategies for Teaching Second Language Listening Comprehension. Foreign Language Annals, 346.

Wolpert-Gawron, H. (2014, march 28). edutopia. Retrieved from 8 Ways to Use Music in the Language Arts Classroom: https://www.edutopia.org/blog/using-music-strategies-language- arts-classroom-heather-wolpert-gawron

Wrench, J. S., Goding, A., Johnson, D. I., & Attias, B. A. (2011). tand Up, Speak Out: The Practice and Ethics of Public Speaking. FlatWorld.

Xiao , W. (2013). THE FUNCTION OF ENGLISH SONGS TO IMPROVE LISTENING TO COLLEGE ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS. Wisconsin-Platteville : University of Wisconsin- Platteville .

Yousaf, M. (2017). Scholarship fellow. Retrieved from Explanatory Research Definition, Types, Comparison, Advantages, disadvantages: https://scholarshipfellow.com/explanatory-research- definition-types-comparison-advantages-disadvantages/

73

APPENDIXES

74

APPENDIX 1

75

76

77

78

APPENDIX 2

79

80

APPENDIX 3

81

Public Experimental High school and Interview to their English teacher.

82

83

Meeting with the adviser/tutor.

84

APPENDIX 4

85

OBSERVATION GUIDE

Teacher’s name

Number of students in class: Males: Females: Course: Date: Start time: _ End time: _

Objective: To observe the development of the English class in order to assess the treatment given to listening comprehension within it.

Criteria Yes No Observations

1. The teacher creates an appropriate climate for the listening skills development. 2. Students understand what the teacher explains. 3. Students follow teacher commands and sequences of act according to instruction given. 4. The teacher uses different strategies when practicing listening comprehension in class. 5. The teacher guides carefully the activities that will be carried out. 6. The teacher checks understanding in students. 7. Students participate actively in class. 8. The teacher uses technological resources. 9. Students seem engaged with listening comprehension activities. 10. The teacher speaks English most of the time.

86

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS ANDY CIENCIAS DE LA EDUCACION ESCUELA DE LENGUAS Y LINGUISTICA Survey addressed to the students of Tenth grade of BGE, room “A”, of the 28 de Mayo Public Experimental High School in the 2017-2018 academic year.

Objective:

Please, mark with an X the option that best fits your answer for each item.

Strongly disagree (1) – Disagree (2) - Neither agree nor disagree (3) – Agree (4) - Strongly agree (5)

Strongly Neither Strongly Statement disagree Disagree agree or Agree agree disagree 1 2 3 4 5

1 I like listening to songs in English.

I think songs are fun and they de- 2 stress me. Songs help me focus on my school 3 assignments. I am interested in learning English 4 through songs. I believe that listening to songs in 5 English can improve my English level. I believe that the use of modern 6 songs motivates me more. I consider that it is necessary to be in touch with music since the earliest 7 stages of life to develop listening comprehension. It is difficult to me to understand and 8 execute the English book listening activities. I would use songs as a personal 9 learning resource. I consider that the proper use of 10 songs may help me improve my listening comprehension. English listening activities performed 11 in class are boring to me. I would like listening activities to be 12 more fun and comfortable. I consider necessary the implementation of audio didactic 13 resources such as: recorders; laboratories, to improve my listening skills. I would like teachers to use songs as 14 an aid to improve my listening skills. I find the implementation of a C.D. and booklet focused on song 15 activities as a practical method for learning English.

87

INTERVIEW QUESTIONNAIRE FOR THE TEACHER

Teacher’s name

Years working in the institution:

Date:

Objective: To analyze the treatment of the listening skill in the class for the development of listening comprehension.

Questions:

1. What type of didactic audio resources does the institution provide you to use for the development of your English classes?

2. Which type of listening activities you apply the most in your classes and what have been the results you have found out?

3. Are the songs taken into account as a didactic resource in your English classes and how frequently are they applied?

4. Are your students comfortable and attentive in English classes when using the didactic audio resources?

5. What do you consider is the level of English listening comprehension in your students?

88

APPENDIX 5

89 System of

songs

And exercises based on songs.

Level: A2.1

Authors: Alvarado Almeida Eugenia Manya Uchubanda Gladys Table of content Table of Content...... 2 Introduction ...... 3 Unit 1 ...... 4 In the year 2525 ...... 5 Because you loved me ...... 8 Torn ...... 10 Somebody that i used to know ...... 11 Unit 2 ...... 14 Somewhere only we know ...... 15 Our last summer...... 17 Call me maybe ...... 19 Jealous guy ...... 22 Unit 3 ...... 24 Groovin...... 25 Hey jude ...... 27 Green eyes...... 30 I should have known better ...... 33 Unit 4 ...... 35 Never say never...... 36 I can be ...... 38 Hall of fame the script ...... 40 Stronger...... 42 Unit 5 ...... 44 Career opportunities ...... 45 Count on me...... 48 Without you ...... 51 You're going to lose that girl ...... 53 Unit 6 ...... 56 We are the champions ...... 57 Still haven't found what i'm looking for ...... 60 On top of the world...... 62 Haven't met you yet ...... 64 Annexes ...... 67

2

Introduction

This booklet is based in a system of multiple exercises aimed to develop listening comprehension in students of Tenth grade of BGE achieving an A2.1 English listening level. The guidelines for the development of the content are based on the units of the Ministry of education's English book established by the CFR for the level A2.1 that corresponds to the Tenth grade of BGE.

There are six units in total, each of them with exercises build on different learning objectives. Every unit contains a total of four songs whose activities are divided in three stages: pre-listening, while-listening and post-listening. This, with the purpose of giving a proper treatment to the listening comprehension in students. it's worth to say that at the end of the material, the full lyrics of the used songs can be found attached. The one that can work as transcripts or for checking answers, as well as didactic resources for different activities such as: sing along or karaoke, as the teacher considers convenient.

In addition, to accompany the booklet's exercises. It is added a C.D. with the twenty- four songs presented in the units to be played during classes in any kind of technological device.

 Inside the material, it can be found the following illustrations to differentiate each of the stages within the songs activities.

3

BREAKTHROUGHS IN SCIENCE AND TECHNOLOGY

 In the year 2525 Zager & Evans

 Because you loved me Céline Dion

 Torn Natalie Imbruglia

 Somebody that I used to know Gotye

 To give accounts of past events  To give information about the past  To understand and to give opinion about technological inventions

4

Unit 1

IN THE YEAR 2525 ZAGER & EVANS

Label the pictures with the phrases extracted from the song.

Your arms hangin' limp at your sides

You won't need no husband, won't need no wife

You ain't gonna need your teeth, won't need your eyes

If man is still alive, If woman can survive, they may find

5 Try to predict the topic of the song by answering the following questions. Why do you think the song name is “in the year 2525”?

How do you imagine the Earth will be in the year 2525?

Put the lines in order according to the year mentioned in the song. _9595_ i'm kinda wonderin' if man is gonna be alive you ain't gonna need your teeth, won't need your eyes guess it's time for the judgment day your legs got nothin' to do ain't gonna need to tell the truth, tell no lie if woman can survive, they may find god is gonna shake his mighty head you won't need no husband, won't need no wife

Match the halves.

Everything you think at your sides Is in the pill a billion tears You won't find himself and say Your legs got nothin' to do Nobody's gonna a thing to chew Your arms hangin' limp do and say You'll pick your son and start again Maybe He'll look around if man is still alive Or tear it down look at you Man has cried pick your daughter too So very far away maybe it's only yesterday In the year 2525 you took today

6

Illustrate the line that most called your attention and answer why?

.

Listening comprehension:

Select the correct option according to the song.

In the future, the world will be changed by:

o Robots o Humans o Animals

According to the living conditions:

o Humans will be more free and independent o Humans will be treated as the new pets o Humans will depend on the machines work.

In the song, according to the authors, the future seems to be

o The same as the present o Much better than ever o Much worse

7

BECAUSE YOU LOVED ME CÉLINE DION

Choose the words that relate to the image and write them in the lines.

Relationship Stood dream pencil faith blessed exercise love inspiration communication strength believe beginning

For you, Love is a nice feeling or not? Why?

.

Listen and complete the gaps in verse 1 with the words in the box.

Stood love life wrong fall thankful saw

8 For all those times you by me For all the I found in you For all the truth that you made me see I'll be forever baby For all the joy you brought to my You're the one who held me up Never let me For all the that you made right You're the one who me through For every dream you made come true through it all

Circle simple past tense verbs. You were my strength when I was weak You were my voice when I couldn't speak You were my eyes when I couldn't see You saw the best there was in me Lifted me up when I couldn't reach You gave me faith 'cause you believed I'm everything I am Because you loved me

Listen and put the sentences of chorus in order according to the music.

You were my voice when I could not speak I'm everything I am 1 You were my strength when I was weak You were my eyes when I could not see Lifted me up when I could not reach You gave me faith 'cause you believed You saw the best there was in me Because you loved me

Listening comprehension: Select the word that describes the most the singer feelings. Patient fear hate homesick Regret admiration gratitude Answer these short questions. Use the lyrics to answer.

What do you need to see? What do you need to fly? . . What do you need for not been weak? What do you need to speak? . . 9 TORN Song NATALIE IMBRUGLIA

Put number 1 or 2 (1 if present) and (2 if past) I saw a man he came around He was warm I am shamed I'm already torn The perfect sky is torn

Match the columns “A” and “B” (present and past) and then with the pictures. change broke use saw touch crawled see was break changed crawl used guess guessed is touched

Try to complete the missing sentences on the 2 Pre-chorus There's nothing where has run dry that’s what is. Nothing's fine, .

Listening comprehension:

With your words, write what do you consider is the real meaning of this song?

10

Song SOMEBODY THAT I USED TO KNOW GOTYE Gotye

Write the past simple form to the following regular and irregular verbs use happen be say have screw can find feel tell

Find synonyms to the words happy lonely believe somebody tell treat stranger rough low

Circle the correct word.

Now and then I think of when we were together Like when you said you feel / felt so happy you could die

11 Told myself that you were right for me But felt so lonely in your company But that was love and it's an ache / wake I still remember

You can get admitted / addicted to a certain kind of sadness Like resignation to the end, always the end So when we hound / found that we could not make sense Well you said that we would still be friends But I'll admit that I was glad / bad it was over

But you didn't have to cut / put me off Take / Make out like it never happened and that we were nothing And I don't even need your love But you treat me like a stranger and that feels so rough No, you didn't / don't have to stoop so low Have your friends collect your records and then change / changed your number I guess that I don't need that though Now you're just somebody that I used / use to know Now you're just somebody that I used to know Now you're just somebody that I used to know

Unscramble the sentences.

Now and then I think of all the times you screwed me over But had me believing it was always something that I'd done that way / wanna / But / I / live / don't

Reading into every word you say said that / you / go / let it / You / could

And I wouldn't catch you hung up on somebody that you used to know But you didn't have to cut me off Make out like it never happened and that we were nothing And I don't even need your love But you treat me like a stranger and that feels so rough stoop / you / didn't / No, / so low / have to /

Have your friends collect your records and then change your number I guess that I don't need that though used to / somebody / that I / Now, / know / just / you're

12 Somebody (I used to know) (Somebody) Now you're just somebody that I used to know Somebody (I used to know) (Somebody) Now you're just somebody that I used to know I used to know, that I used to know, I used to know somebody

Color red the present simple tenses and blue the past simple tenses you find in the lyrics of the previous activities.

Work in groups and rewrite the lyrics with words that sound similar (rhyming words) Note: the song must be coherent

Now and then I think of when we were together Like when you said you felt so happy you could (die) Told myself that you were right for me But felt so (lonely) in your company But that was love and it's an (ache) I still remember

Now and then I think of all the times you (screwed) me over But had me believing it was always something that I'd done But I don't wanna live that (way) Reading into every (word) you say You said that you could let it go And I wouldn't catch you hung up on somebody that you used to know

Listening comprehension: Observe the picture and Imagine what could have happened. Then, write your idea using the past simple tense to describe the situation.

. 13

TRAVEL AND ADVENTURE

 Somewhere only we know Keane

 Our last summer Abba

 Call me maybe Carly Rae Jepsen

 Jealous guy John Lennon

 To narrate past experience  To understand other people experiences  To describe places

14

Unit 2

SOMEWHERE ONLY WE KNOW Song Keane

Search the following words in the alphabet soup.

Land

River

Place

Listen the music and complete the sentences with word used in the alphabet soup.

I walked across an empty I knew the like the back of my hand I felt the earth beneath my feet Sat by the , and it made me complete

I came across a fallen tree I felt the of it looking at me

15 Is this the we used to love? Is this the that I've been dreaming of?

Choose the correct word to complete the music

And if you have/ has a minute/second, why don't we go/so Talk/tall about it somewhere/ someone only we know? This could be the end of everything/everyone So why don't we go. Somewhere only we know? Oh, simple/ common thing, where have you gone? I'm getting old/ young, and I need something to rely on So tell/ call me when you're gonna let me/ see in I'm getting tired, and I/ you need somewhere to begin

Which grammatical tense the author expresses the song with?

 Past continuous  Present simple  Past perfect  Present continuous  Past simple  Future

Listening comprehension: Complete the keywords from the song, then find them in the alphabet soup. S_m_ _h_r_

_l_ T_r_d

T_ _k

F S S D H D J S A G

G T L G R J E E G H

S O M E W H E R E F

M A Ñ A N A N A I E

I D G P A E K L A T

16

OUR LAST SUMMER Song ABBA

What touristic places of our country do you know? Write almost 3 places.

What similarities and differences you have seen in each of them?

Similarities differences

Listen carefully and Complete with the verb forms in the box in the following sentences.

Can Had We were dancing Walking Was 're working

 Those crazy years, that the time of the flower-power  But underneath we a fear of flying  Like our last dance  I still recall our last summer  hand in hand  And now you in a bank

17

Find the 14 mistakes that exist in the song. Cross out them and write the correct words.

I can’t still recall our last summer can I still see is all Walks along the Seine, laughing in that rain Your last summer Memory that remain I can still call our last summer I still me it all In the paris jam, round the Notre Dame Our most summer Walking hand in man Mary’s restaurants Our past summer walking croissants Living for the may, worries far away.

Listening comprehension:

Choose the figure that you thing represent the song. Then explain why?

.

18

CALL ME MAYBE Song CARLY RAE JEPSEN

Link the following words with their meaning (use the dictionary)

Pennies to have or keep in the hand Trade to ask for something as a gift or as a favor Holding to drive or send out by force Crazy a possibility or uncertainty Chase a bronze coin, the 100th part of the dollars of various nations Beg he act or process of buying, selling, or exchanging goods Maybe mentally unbalanced

Which of these paragraphs are the first and the second one.

I trade my soul for a wish I threw a wish in the well Pennies and dimes for a kiss Don't ask me I'll never tell I wasn't looking for this I looked at you as it fell But now you're in my way And now you're in my way

Listen the music and complete the sentences with the box’s words.

was jeans Skin night Wind think

Your stare holding Hot Ripped was blowing was showing Where you you're going baby?

19 Complete the sentences according to the music lyrics. Hey I just met you Hey I just met you And this is crazy

But here's my number So call me maybe So call me maybe Try to chase me But here's my number But here's my number So call me maybe

It's hard to look right at you baby But here's my number And this is crazy And all the other boys So call me maybe

What sentences that were on repeat during the song.

I missed you so bad And this is crazy Wind was blowing

Listening comprehension:

To whom this song is directed? Woman or man, Why?

Answer the statements with a T for true or F for false. According to the song

The protagonist…….

Didn´t threw a wish in the well ( )

Trade her soul for a wish ( )

20 I just met him ( )

It isn´t hard to look right at you baby ( )

Is in danger because other boys try to kill her ( )

Said “Before you came into my life I missed you so bad” ( )

21

JEALOUS GUY Song JOHN LENNON

Put in order the following words, then link them with the pictures and draw the missing ones.

Lseouj trhu edih inswallgow ensiercu hatcc

Put in order the following paragraphs.

I began to lose control I was dreaming of the past I began to lose control and my heart was beating fast I didn´t mean to hurt you oh no, i didn´t want to hurt you I’m just a jealous guy I’m sorry that i made you cry

you might not love me anymore I was feeling insecure I was shivering inside I was shivering inside

22

Complete the lines adding some vowels according to what you listen.

I w_s try_ng to c_tch y_ur _yes Tho_gh th_t y_u w_s try_ng to h_de I w_s sw_llowing my p_ _n I w_s swall_w_ng my p_in.

Listening comprehension: Choose the best options by coloring. In the song  What did the boy do?

He bought some new shoes He hurt the girl's heart

He went to the shopping He fought with his friend

 Why he did so?  At the end, what did the boy Because he…… do? o Was a bad man o He regret o Was jealous o He escaped o Was ambitious o Took a bath 23

HOBBIES, LEISURE AND ENTERTAINMENT

 Groovin´ The Rascals

 Hey Jude The Beatles

 Green eyes Coldplay

 I should’ve known better Beatles

 To talk about hobbies and leisure activities  To express their likes and preferences  To identify the different modal verbs

24

Unit 3

GROOVIN Song THE RASCALS

What is your hobby? Describe it in the lines.

.

Label the pictures with the words from the table.

together away instead of avenue whenever

Listen to the music and put in order the lines.

The world is ours whenever we're together Groovin' on a sunday afternoon There ain't a place I'd like to be instead of Really couldn't get away too soon I can't imagine anything that's better

25 Circle the wrong words

Movin' down two crowded avenue Doing anything you like to do There's never lots of things that we can see You can be anymore we like to be All those sad people we could meet Just groovin' on a sunday morning Really, couldn't put away too soon

Listening comprehension:

Do you think the author was happy to write this song?

Yes No

Write why? .

What day does the song specify?

26

HEY JUDE Song The BEATLES

Read the title and write what do you think this song is about? And why?

.

Choose the right option.

Hey Jude, don't make it Bab sad put

Take a sad and make it better Sang sad song

Remember to her into your heart Met let then

Then you start to make it better Can can’t band

Hey Jude, don't afraid See being me

You were to go out and get her Make made mind

The minute you let her your skin On up under

Then you to make it better Begin began begun

27 And anytime you the pain, hey Jude, refrain Felt feel felt

carry the world upon your shoulders Doesn’t does don’t

For well you that it's a fool who plays it cool Know knew key

Unscramble the sentences. his world / By making / colder / a little

Nah nah nah nah nah nah nah nah nah down / don't / let me / Hey Jude,

You have/ now go / and / get her / found her,

heart / to let her / Remember / into your

Then / start / to make it / better/ you can

Listening comprehension:

What was the principal meaning of the song? Hobbies Dreams Planets

What the song is about? o Patient o Music o Makeup

28 According to the song what was the meaning of these verses

Hey, Jude, don't make it bad

You have found her, now go and get her

29 GREEN EYES Song COLDPLAY

Identify the modal verbs in the following sentences, circle them and put them in the crossword

A.-And how could anybody deny you

B.-I think you should know

C.-I wanted to find D.-Must be out of their mind

E.-Chris shall be happy to see you

Link the sentences to complete the paragraph Honey you understand Upon I come here to talk And you are a rock I hope which I stand

30 That shines upon you Yeah the spotlight, could anybody deny you And how green eyes

I came I could never go on without you And honey you should know Now eyes And here with a load That it feels so much lighter Green I met you

Put in order the sentences of the song. a.-*Must be out of their mind b.-*That green eyes c.-*And honey you should know d.-*And anyone who tried to deny you e.-*Since I met you f.-*Because I came here with a load g.-*You're the one that I wanted to find h.-*And it feels so much lighter i.-*That I could never go on without you _b_

Listening comprehension:

Represent the song in images.

31 What are the keywords of this song?

Honey feeli rock love passion eye sea

32

I SHOULD HAVE KNOWN BETTER Song THE BEATLES

Link the picture with the phrases

I love you

Can't you see

I never realized

I ask you

Order the following sentences.

I should have known better with a girl like you love everything / That/ that you do /I would

And I do, hey, hey, hey, and I do

Whoa, oh, I never realized what a kiss could be This could only happen to me can't / Can't/see, you/ you/ see

33 Put in order.

And when I ask you to be mine You're gonna say you love me too, oh You're gonna say you love me too That when I tell you that I love you, oh

If this is love you've got to give me more So I should have realized a lot of things before Give me more, hey hey hey, give me more

This could only happen to me Whoa, oh, I never realized what a kiss could be Can't you see, can't you see

Listening comprehension:

Which of these images does the song have a relation with? Why?

34

THE WORLD IS THE LIMIT

 Never say never Justin Bieber

 I can be Taio Cruz

 Hall of fame The script ft. Will.i.am

 Stronger Kelly Clarkson

 To describe achieved goals  To describe anecdotes and personal experiences  To understand main points from a text

35

Unit 4

NEVER SAY NEVER Song JUSTIN BEIBER

What is being successful for you? Select the picture that represents the meaning.

What are some successes you have achieved?

.

complete the paragraph with the successes that say in the song.

See I never thought that I never thought that I never had the Until I reached the point of no return And there's just no turning back When your heart's under attack Gonna give everything I have It's my destiny

36 I will ! (I will fight) I will fight till forever! (Make it right) Whenever you knock me down I will

Listening comprehension:

Complete the mind map with phrases from the song that describe success.

never

37

I CAN BE Song TAIO CRUZ

In a paragraph write a love anecdote about you when you were a child. And if you did not have, imagine.

.

Put in order the sentences. The prettiest things, can come out of the coldest night, yeah, And even with broken wings, sometimes you find your way to fly, Now I feel that this heart, of mine has taken many falls, Still sometimes the rain, can turn into a waterfall,

Still sometimes the pain, is what we need for us to grow, yeah, So when it's time for me, to look into my deeper side, Now I feel that this soul, of mine has had its many tolls, yeah, I will, I will find a way, to hold onto the love inside,

Select the correct word.

See I can/ can’t be anything I want to be, All/gol I have to do/does is put my mind to it, and I can do it, So what I want you to do, is put/cut your fist to the sky, and say/may it with me,

38

Listening comprehension:

Write 3 successes that were described in the music then illustrate.

Which of these phrases is the main meaning of the song?

o Still sometimes the rain can turn into a waterfall o When it's time for me to look into my deeper side o All I have to do is put my mind to it and I can do it

Guess then write 3 keywords written in the song.

b_ _g_r s_r_ _g_r h_r_e_

39

HALL OF FAME Song THE SCRIPT ft. WILL.I.AM

White the synonym and antonym of each words

Synonym Antonym King Chest War God Break Flame Dedicate

With those words make a paragraph about your past

.

Complete the song with can and could.

Yeah, You be the greatest You be the best You be the King Kong banging on your chest You beat the world You beat the war You talk to God, go banging on his door You throw your hands up You beat the clock You move a mountain You break rocks You be a master

40

Complete the song.

Don't wait for Dedicate and you can find yourself Standing in the hall of And the world's gonna know your 'Cause you burn with the brightest flame And the world's gonna your name And you'll be on the walls of the hall of fame You could go the You could the mile You could walk straight through hell with a You could be the You could the gold Breaking all the that thought, never could be Do it for your How you ever gonna know if you even try?

Listening comprehension:

Which of these pictures were related with the song?

41

KELLY CLARKSON Song STRONGER

Create sentences with the words below. try /kill /lonely/when

Had/ Baby/strong

Dream/ best/ of /me /everything

Cross out only the sentences that don’t belong to the song. Then put a cross next to the wrong ones.

You know the bed feels warmer I kept on falling short of something Sleeping here alone You know I dream in color And do the things I want You think you got the best of me Think you had the last laugh Waiting on this for a while now Bet you think that everything good is gone Think you left me broken down Think that I'd come running back Baby you don't know me, 'cause you're dead wrong What doesn't kill you makes you stronger Stand a little taller

42 I’ve traveled through all this way for something Doesn't mean I'm lonely when I'm alone What doesn't kill you makes a fighter

Listen carefully, then complete the sentences by filling with the correct words.

What doesn't kill you makes you stronger Stand a taller Doesn't mean I'm lonely when You heard that I was starting over with someone new But told you I was on over you You didn't think that I'd come back I'd come back swinging You try me but you see what doesn't kill you makes you stronger Stand a little taller Doesn't mean I'm lonely when I'm alone What doesn't kill you makes a fighter Footsteps Doesn't mean I'm over 'cause you're gone What doesn't kill you stronger, stronger Just me, myself and I What doesn't you makes you stronger Stand a little taller

Listening comprehension: what is the message that the author shares in the song? Select the correct option.

o What doesn't kill you makes you stronger o poison that does not kill makes you fat o Before speaking, think

Underline the true facts about the song.

She lost the love of her life She can´t get over her old couple She tries to forget but she can´t She learnt from her mistakes She empowers herself feeling She feels stronger than ever independent She is dating someone else to forget The song is about an old love She feels lonely She shows herself devasted She thinks she is better alone

43

JOBS AND OCCUPATIONS

 Career opportunities The Clash

 Count on me Bruno Mars

 Without you Usher ft. David Guetta

 You're going to lose that girl The Beatles

 To write about occupations and professions  To make predictions regarding career choices  To express personal opinions about the songs meaning

44

Unit 5

CAREER OPPORTUNITIES Song THE CLASH

Look at the pictures and match them with the words below to form phrasal words, then write them on the line.

ambulance ticket driver bus inspector man

After reading the title and watching the pictures, what do you think the song may be about?

.

45

Complete the lines with the missing words and phrases. Use the box information to help you.

They offered me the office, They said I'd better take anything they'd got Do you wanna at the BBC? Do you wanna be, do you really wanna make tea

Career opportunities, the ones that never knock go fighting Every job they offer you is to keep you out the dock Career opportunities, the ones that never knock army

I hate the and I hate the RAF offered me the shop I don't wanna in the tropical heat be a cop I hate the civil service rules I won't open for you

-chorus-

Listen carefully and complete with the phrasal words from activity 1.

Oi!

, I don't understand

Put the lines in order. (…...... ) If they wanna get me making toys

(…...... ) They're gonna have to introduce conscription (…...... ) If they wanna get me, well I got no choice (…...... ) They're gonna have to take away my prescription

-chorus-

46

Listening comprehension:

Answer the statements with a T for true or F for false.

The singers were agree with the job opportunities offered (…...... )

They think 'to make tea at the BBC' is a bad job idea (…...... )

They would like to serve the army (…...... )

Good jobs are not easy to get (…...... )

They are up to work in whatever the job is (…...... )

Complete the sentences with the following words and phrases (check activity 3).

Moyffebrreodthmeer tahlewsahyospwanted tobe a_c_o_p le_t_t_er_bsoinmcbeshe was a chilodu.t the dock

My parents of electronics, they do not want me to stay in home with them without working.

Being a taxi driver, makes me feel .

were used by the army as weapons against the enemy.

Think of more phrasal words occupations, you can help yourself with the shown pictures down below.

47

COUNT ON ME Song BRUNO MARS

What friendship means to you? Express yourself writing at least 5 words.

Look at the pictures and write what do they have in common.

_.

.

.

48

Circle the lines in blue according to the song lyrics.

If you ever find yourself stuck in the middle of the sea, I'll take the world inside you I'll sail the world to find you If you ever find yourself lost in the dark and you can't see, I'll be the light to guide you I realize to like you

Find out what we're made of When we are called to help our friends in need

You can count on me like one two three I'll be there I'm going to be there And I know when I need it I can count on you like four three two You'll be there 'Cause that's what friends are supposed to do `Cause you my friend are suppose to do, oh yeah

Complete the gaps with the future form will.

If you tossin' and you're turnin' and you just can't fall asleep I (sing) a song Beside you And if you ever forget how much you really mean to me Everyday I (remind) you

You can count on me like one two three I (be) there And I know when I need it I can count on you like four three two You (be) there 'Cause that's what friends are supposed to do, oh yeah

Correct the mistakes and write the corrections on the lines.

You'll always have my shoulder when you try

I never let go

Never say goodbye

49

Listening comprehension:

What line or phrase from the lyrics call your attention the most and why? Share your opinion, explain why.

Find out what we're made of When we are called to help our friends in need

You can count on me like one two three I'll be there

You'll always have my shoulder when you cry I'll never let go

.

Represent the following verses with images.

If you ever find yourself stuck in the middle of the sea, I'll sail the world to find you

If you tossin' and you're turnin' and you just can't fall asleep I'll sing a song beside you

If you ever find yourself lost in the dark and you can't see, I'll be the light to guide you

50

Without You Song Usher

Put the affirmative statements in negative form and vice versa.

I can't win

I will fly

I won't leave

You aren't wrong

They will stay

I am lost

I can quit now

Unscramble the words to form the sentences.

Win can't I, can't I reign without you never game I will win this

Lost am I, I vain am,

I be the same will never without you, without you

Circle the mistakes you find.

I won't run, I will fly I will never make it by only with you, without you I can't rest, I can't fight All I need is you and I, without you, without you you

51

Match the halves.

Can't accept

I'll take soar

I can't look

I can't blind

I can't quit

I won't erase

I'm one more sleepless

I'm so blame

I lost my heart

Listening comprehension:

Why are most of the statements in negative?

.

Interpret the following lyrics of the song.

I can't look, I'm so blind I lost my heart, I lost my mind without you, without you

_.

52

YOU'RE GOING TO LOSE THAT GIRL Song THE BEATLES

Look at the picture and write sentences about the children's plans for today using going to

They are going to ... _.

. .

. .

What are your plans for this weekend? Select the pictures that represent your possible plans.

53

Listen carefully and match the lyrics that go with going to and with will.

Going to Will

Treat her right lose that girl find her gone treat her kind

Change her mind take her out tonight be the lonely one

Circle the lyrics you listen from the song.

I’ll Be There for You

Working for the Weekend

Cause I will treat her right

We’re Going to Be Friends

I saw an angel

You're going to lose

That's what you do

Choose the right option according to if they are plans (going to) or predictions (will).

 Where are you going on vacations? I am going to India I will go to India

 We …...... get married next year are going to will

 The sky is dark, it …...... rain later.

is going to will

54

 What are your plans for today? I am going to the movie theater I will go to the movie theater

 Once you finish your school studies, what do you have in mind with regard your professional career? Mmm, I really don`t know but definitely I …...... study medicine. I hate watching blood.

am going to will

Listening comprehension:

Select YES or NO according to what is true.

Is the singer gonna lose the girl?

YES NO

Is he singing to the girl he likes?

YES NO

The singer also likes the girl?

YES NO

The other guy treats the girl fine?

YES NO

55

LIFETIME ACHIEVEMENTS

We are the champions Queen

I still haven't found what i'm looking for U2

On top of the world Imagine Dragons

Haven't met you yet Michael Bublé

 To get to know people achievements  To understand words and phrases giving personal meanings  To understand the specific meaning of a verse in a song

56

Unit 6

Song WE ARE THE CHAMPIONS V QUEEN

Find in the alphabet soup the past participle form of the following verbs.

Take Be Have make Do Come Pay

i t a c n d

m a d e o o

p k b n c l

a e e m o c

i n e h a d

d u n n o p

Research in the dictionary the meaning of these words.

Dues:

Commit: bows: curtain calls:

57

Fill in with the right conjugation of the verbs in present perfect.

I've (pay) my dues Time after time I've (do) my sentence But committed no crime And bad mistakes I've (make) a few I've (have) my share of sand kicked in my face But I've (come) through (And the beat will go on and on and on and on)

Listen the song and look at the pictures to discover the missing words.

We are the , my friends And we'll keep on fighting...till the end We are the champions, We are the champions No time for losers cause we are the champions...

Of the

I've taken my And my curtain calls

You brought me fame and and everything that goes with it I thank you all

But it's been no No pleasure cruise I consider it a challenge before the whole human race And I ain't gonna lose (Where the beat just goes on and on and on and on

58

Listening comprehension:

Complete the chart according to what is asked. Discuss in class and check your answers.

Original lyric What I think it means What it really is

I've done my sentence

No time for losers cause we are the champions

But it's been no bed of roses

Why do the singer proclaim everybody as champion by saying 'we are the champions'?

o He thinks everybody has made mistakes but we should overcome them. o He thinks life is a challenge, we should take risks o He thinks nobody can beat us cause we are good in what we do o He thinks the practice make the master o He thinks people should be more polite and thankful with the rest

59

Song I STILL HAVEN'T FOUND WHAT I'M LOOKING FOR , U2

Link the pictures with the words.

highest mountains

burning fire

finger tips

crawl

field

Listen carefully and complete the sentences with the song lyrics that correspond.

I have climbed the highest mountains

Only to be with you

I have run, I have crawled

These city walls Only to be with you

60 What I'm looking for But I still haven't found

 Only to be with  I have run through the fields  But I still haven't found  I have scaled these city walls  What I'm looking for Listen carefully. Choose the right word.

I have kissed / kiss honey lips Felt the healing in her finger tips It burned like fire This burning desire I have spoken / spoke with the tongue of angels I have held / holden the hand of a devil It was / was't warm in the night I was cold as a stone

Write down all the past participle form you find in the song lyrics.

Listening comprehension: Number 6 things the author has done while looking for only to be with

61

ON TOP OF THE WORLD Song Imagine Dragons

What do you think on 'top of the world' means?

.

What do you need for being at 'top of the world'? write all the words that come to your mind.

Cross out only the lyrics that belong to the song.

They just may run away from you When we were younger and free Now take it in but don’t look down Rising up to the challenge of our rival

62 I've forgotten how it felt before the world fell at our feet You can have it all but life keeps moving If you love somebody You change your passion for glory Waiting on this for a while now You change your passion for glory Paying my dues to the dirt How long of time is left for you

Cross out extra words.

I’ve tried to cut on these corners Try to take the easy way out of you I kept on falling short of something I have coulda gave up then but Sorry then again I couldn’t have ’cause I’ve traveled through all this way for something

Listening comprehension:

The main idea of the song is about:

o Climbing high mountains o Enjoying life the most we can o Overcome problems and continue working hard What these verses from the song means? Match the meaning with the verse.

And I know it’s hard when you’re falling down And it’s a long way up when you hit the ground solve troubles Get up now, get up, get up now.

You better tell what you feel to If you love somebody who you love until before it's Better tell them while they’re here ’cause too late They just may run away from you

Don't give up, don't let you I’ve tried to cut these corners. diversity Try to take the easy way out.

63

HAVEN'T MET YOU YET Song MICHAEL BUBLÉ

Read the song's title and answer why is the time expression 'yet' used.

. Find in the heptagon examples of time expressions.

Complete with past participles. I'm not (surprise) Not everything lasts I've (break) my heart so many times I've (stop) keepin' track. Talk myself in I talk myself out I get all (work) up than I let myself down.

Follow the song by reading the lyrics. Find words form the text that rhyme with the ones in the table.

Oh I might have to wait I'll never give up I guess it's half timing and the other half's luck Wherever you are

64 Whenever it's right You'll come out of nowhere and into my life And I know that we can be so amazing And baby your love is gonna change me And now I can see every possibility mmm And somehow I know that it'll all turn up And you'll make me work so we can work to work it out And I promise you kid I'll give so much more than I get m-m I just haven't met you yet They say all's fair In love and war But I won't need to fight it We'll get it right it We'll be united

Words from the song Rhyming word rhyming

raising ability dove

Fill the gaps using the words of the box.

And I know that we be so amazing And being in your life is gonna change me And now I can see every single possibility mmm And someday I know it'll all And I work to work it out you kid, I get more than I get Than I than I get than I get Oh you know that will all And you'll make me work so we can work to work it out

65 And I you kid, to give so much more than I Yeah I just haven't you yet

Listening comprehension:

Color blue what you consider are the song's key words.

Write T for true or F for false

The singer feels incomplete (…..) The singer feels someone is going to get to his life (…..) He wants to give his best to that special person (…..) He is currently alone (…..) He doesn’t like being alone (…..) The song is about his family (…..) The song is about someone else (…..) He thinks once he meets that person, his life will change (…..) He knows the person he loves (…..) He is receiving bad advices from his friends (…..)

66

Annexes Songs’ lyrics

67

Zager & Evans

In the year 2525, if man is still alive Now it's been ten thousand years If woman can survive, they may find Man has cried a billion tears In the year 3535 For what, he never knew, now man's reign is Ain't gonna need to tell the truth, tell no lie through Everything you think, do and say But through eternal night, the twinkling of Is in the pill you took today starlight In the year 4545 So very far away, maybe it's only yesterday You ain't gonna need your teeth, won't need In the year 2525, if man is still alive your eyes If woman can survive, they may find You won't find a thing to chew Nobody's gonna look at you In the year 5555 Your arms hangin' limp at your sides Your legs got nothin' to do Some machine's doin' that for you In the year 6565 You won't need no husband, won't need no wife You'll pick your son, pick your daughter too From the bottom of a long glass tube In the year 7510 If God's a coming, He oughta make it by then Maybe He'll look around Himself and say Guess it's time for the judgment day In the year 8510 God is gonna shake His mighty head He'll either say I'm pleased where man has been Or tear it down, and start again In the year 9595 I'm kinda wonderin' if man is gonna be alive He's taken everything this old earth can give And he ain't put back nothing

68 Because You Loved Me Céline Dion

For all those times you stood by me You were my eyes when I couldn't see For all the truth that you made me see You saw the best there was in me For all the joy you brought to my life Lifted me up when I couldn't reach For all the wrong that you made right You gave me faith 'cause you believed For every dream you made come true I'm everything I am For all the love I found in you Because you loved me I'll be forever thankful baby You were always there for me You're the one who held me up The tender wind that carried me Never let me fall A light in the dark shining your love into my You're the one who saw me through it all life You were my strength when I was weak You've been my inspiration You were my voice when I couldn't speak Through the lies you were the truth You were my eyes when I couldn't see My world is a better place because of you You saw the best there was in me You were my strength when I was weak Lifted me up when I couldn't reach You were my voice when I couldn't speak You gave me faith 'cause you believed You were my eyes when I couldn't see I'm everything I am You saw the best there was in me Because you loved me Lifted me up when I couldn't reach

You gave me faith 'cause you believed Ooh, baby I'm everything I am

Because you loved me You gave me wings and made me fly You were my strength when I was weak You touched my hand, I could touch the sky You were my voice when I couldn't speak I lost my faith, you gave it back to me (My voice.) You said no star was out of reach You were my eyes when I couldn't see You stood by me and I stood tall You saw the best there was in me I had your love, I had it all Lifted me up when I couldn't reach I'm grateful for each day you gave me You gave me faith 'cause you believed Maybe I don't know that much I'm everything I am But I know this much is true Because you loved me I was blessed because I was loved by you I'm everything I am You were my strength when I was weak Because you loved me You were my voice when I couldn't speak

69 Torn Natalie Imbruglia

I thought I saw a man brought to life I'm all out of faith He was warm, he came around like he was This is how I feel, I'm cold and I am shamed dignified Lying naked on the floor He showed me what it was to cry Illusion never changed Well you couldn't be that man I adored Into something real You don't seem to know, don't seem to care I'm wide awake and I can see the perfect sky What your heart is for is torn No, I don't know him anymore You're a little late There's nothin' where we used to lie I'm already torn Conversation has run dry Torn That's what's going on There's nothing where he used to lie Nothing's fine, I'm torn My inspiration has run dry I'm all out of faith And that's what is goin' on This is how I feel, I'm cold and I am shamed Nothin's right, I'm torn Lying naked on the floor I'm all out of faith Illusion never changed This is how I feel Into something real I'm cold and I am shamed Wide awake and I can see the perfect sky is Lying naked on the floor torn Illusion never changed You're a little late Into something real I'm already torn I'm wide awake and I can see the perfect sky So I guess the fortune teller's right is torn I should have seen just what was there I'm all out of faith And not some holy light This is how I feel, I'm cold and I'm ashamed But you crawled beneath my veins and now Bound and broken on the floor I don't care, I have no luck You're a little late I don't miss it all that much I'm already torn There's just so many things Torn That I can't touch, I'm torn Torn

70 Somebody that I used to know Gotye

Now and then I think of when we were But had me believing it was always together something that I'd done Like when you said you felt so happy you But I don't wanna live that way could die Reading into every word you say Told myself that you were right for me You said that you could let it go But felt so lonely in your company And I wouldn't catch you hung up on But that was love and it's an ache I still somebody that you used to know remember But you didn't have to cut me off You can get addicted to a certain kind of Make out like it never happened and that we sadness were nothing Like resignation to the end, always the end And I don't even need your love So when we found that we could not make But you treat me like a stranger and that sense feels so rough Well you said that we would still be friends No, you didn't have to stoop so low But I'll admit that I was glad it was over Have your friends collect your records and But you didn't have to cut me off then change your number Make out like it never happened and that we I guess that I don't need that though were nothing Now you're just somebody that I used to And I don't even need your love know But you treat me like a stranger and that Somebody (I used to know) feels so rough (Somebody) Now you're just somebody that I No, you didn't have to stoop so low used to know Have your friends collect your records and Somebody (I used to know) then change your number (Somebody) Now you're just somebody that I I guess that I don't need that though used to know Now you're just somebody that I used to I used to know, that I used to know, I used to know know somebody Now you're just somebody that I used to know Now you're just somebody that I used to know Now and then I think of all the times you screwed me over

71 Somewhere only we know Keane

I walked across an empty land So why don't we go? I knew the pathway like the back of my hand So why don't we go? I felt the earth beneath my feet This could be the end of everything Sat by the river, and it made me complete So why don't we go Oh, simple thing, where have you gone? Somewhere only we know I'm getting old, and I need something to rely Somewhere only we know on Somewhere only we know? So tell me when you're gonna let me in I'm getting tired, and I need somewhere to begin I came across a fallen tree I felt the branches of it looking at me Is this the place we used to love? Is this the place that I've been dreaming of? Oh, simple thing, where have you gone? I'm getting old, and I need something to rely on So tell me when you're gonna let me in I'm getting tired, and I need somewhere to begin And if you have a minute, why don't we go Talk about it somewhere only we know? This could be the end of everything So why don't we go Somewhere only we know? Oh, simple thing, where have you gone? I'm getting old, and I need something to rely on So tell me when you're gonna let me in I'm getting tired, and I need somewhere to begin And if you have a minute, why don't we go Talk about it somewhere only we know? This could be the end of everything

72 Our last summer Abba

The summer air was soft and warm Morning croissants The feeling right, the Paris night Living for the day, worries far away Did it's best to please us Our last summer And strolling down the Elysee We could laugh and play We had a drink in each cafe And now you're working in a bank And you The family man, the football fan You talked of politics, philosophy and I And your name is Harry Smiled like Mona Lisa How dull it seems We had our chance Are you the hero of my dreams It was a fine and true romance I can still recall our last summer I can still recall our last summer I still see it all I still see it all Walks along the Seine, laughing in the rain Walks along the Seine, laughing in the rain Our last summer Our last summer Memories that remain Memories that remain I can still recall our last summer We made our way along the river I still see it all And we sat down in the grass In the tourist jam, round the Notre Dame By the Eiffel tower Our last summer I was so happy we had met Walking hand in hand It was the age of no regret Paris restaurants Oh yes Our last summer Those crazy years, that was the time Morning croissants Of the flower-power Living for the day, worries far away... But underneath we had a fear of flying Of getting old, a fear of slowly dying We took the chance Like we were dancing our last dance I can still recall our last summer I still see it all In the tourist jam, round the Notre Dame Our last summer Walking hand in hand Paris restaurants Our last summer

73 Call me maybe Carly Rae Jepsen

I threw a wish in the well But here's my number, so call me maybe Don't ask me I'll never tell It's hard to look right at you baby I looked to you as it fell But here's my number, so call me maybe And now you're in my way Hey I just met you and this is crazy I'd trade my soul for a wish But here's my number, so call me maybe Pennies and dimes for a kiss And all the other boys try to chase me I wasn't looking for this But here's my number, so call me maybe But now you're in my way Before you came into my life Your stare was holding I missed you so bad Ripped jeans, skin was showin' I missed you so bad Hot night, wind was blowin' I missed you so so bad Where you think you're going baby? Before you came into my life Hey, I just met you and this is crazy I missed you so bad But here's my number, so call me maybe And you should know that It's hard to look right at you baby I missed you so so bad But here's my number, so call me maybe It's hard to look right at you baby Hey I just met you and this is crazy But here's my number, so call me maybe But here's my number, so call me maybe Hey, I just met you and this is crazy And all the other boys try to chase me But here's my number, so call me maybe But here's my number, so call me maybe And all the other boys try to chase me You took your time with the call But here's my number, so call me maybe I took no time with the fall Before you came into my life You gave me nothing at all I missed you so bad But still you're in my way I missed you so bad I beg and borrow and steal I missed you so so bad At first sight and it's real Before you came into my life I didn't know I would feel it I missed you so bad But it's in my way And you should know that Your stare was holding So call me maybe Ripped jeans, skin was showin' Hot night, wind was blowin' Where you think you're going baby? Hey, I just met you and this is crazy

74 Jealous guy John Lennon

I was dreaming of the past And my heart was beating fast I began to lose control I began to lose control

I didn't mean to hurt you I'm sorry that I made you cry Oh no, I didn't mean to hurt you I'm just a jealous guy

[I was feeling insecure You might not love me anymore I was shivering inside I was shivering inside]

I didn't mean to hurt you I'm sorry that I made you cry Oh no, I didn't mean to hurt you I'm just a jealous guy

I was trying to catch your eyes Though that you was trying to hide I was swallowing my pain I was swallowing my pain

I didn't mean to hurt you I'm sorry that I made you cry Oh my I didn't want to hurt you I'm just a jealous guy Watch out baby I'm just a jealous guy Look out baby I'm just a jealous guy

75 Groovin' The Rascals

Groovin', on a Sunday afternoon Really couldn't get away too soon I can't imagine anything that's better The world is ours whenever we're together There ain't a place I'd like to be instead of Groovin', down a crowded avenue Doin' anything we like to do There's always lots of things that we can see We can be anyone we want to be And all those happy people we could meet just Groovin', on a Sunday afternoon Really couldn't get away too soon Ah-ha-ha Ah-ha-ha Ah-ha-ha We'll keep on spending sunny days this way We're gonna talk and laugh our time away I feel it comin' closer day by day Life would be ecstasy, you and me endlessly Groovin', on a Sunday afternoon Really couldn't get away too soon Ah-ha-ha Ah-ha-ha Ah-ha-ha

76 Hey Jude The Beatles

HH Hey Jude, don't make it bad Nah nah nah nah nah nah, nah nah nah, hey Take a sad song and make it better Jude Remember to let her into your heart Nah nah nah nah nah nah, nah nah nah, hey Then you can start to make it better Jude Hey Jude, don't be afraid Nah nah nah nah nah nah, nah nah nah, hey You were made to go out and get her Jude The minute you let her under your skin Nah nah nah nah nah nah, nah nah nah, hey Then you begin to make it better Jude And anytime you feel the pain, hey Jude, Nah nah nah nah nah nah, nah nah nah, hey refrain Jude Don't carry the world upon your shoulders Nah nah nah nah nah nah, nah nah nah, hey For well you know that it's a fool who plays it Jude cool Nah nah nah nah nah nah, nah nah nah, hey By making his world a little colder Jude Nah nah nah nah nah nah nah nah nah Nah nah nah nah nah nah, nah nah nah, hey Hey Jude, don't let me down Jude You have found her, now go and get her Nah nah nah nah nah nah, nah nah nah, hey Remember to let her into your heart Jude Then you can start to make it better Nah nah nah nah nah nah, nah nah nah, hey So let it out and let it in, hey Jude, begin Jude You're waiting for someone to perform with Nah nah nah nah nah nah, nah nah nah, hey And don't you know that it's just you, hey Jude Jude, you'll do Nah nah nah nah nah nah, nah nah nah, hey The movement you need is on your shoulder Jude Nah nah nah nah nah nah nah nah nah yeah Nah nah nah nah nah nah, nah nah nah, hey Hey Jude, don't make it bad Jude Take a sad song and make it better Nah nah nah nah nah nah, nah nah nah, hey Remember to let her under your skin Jude Then you'll begin to make it Nah nah nah nah nah nah, nah nah nah, hey Better better better better better better, oh Jude Nah nah nah nah nah nah, nah nah nah, hey Jude

77 Green eyes Coldplay

Honey you are a rock Upon which I stand And I come here to talk I hope you understand That green eyes Yeah the spotlight, shines upon you And how could anybody deny you I came here with a load And it feels so much lighter Now I met you And honey you should know That I could never go on without you Green eyes Honey you are the sea Upon which I float And I came here to talk I think you should know That green eyes You're the one that I wanted to find And anyone who tried to deny you Must be out of their mind Because I came here with a load And it feels so much lighter Since I met you And honey you should know That I could never go on without you Green eyes Green eyes Oh oh oh oh Oh oh oh oh Oh oh oh oh Honey you are the rock Upon which I stand

78 I should've known better The Beatles

I should have known better with a girl like you That I would love everything that you do And I do, hey, hey, hey, and I do Whoa, oh, I never realized what a kiss could be This could only happen to me Can't you see, can't you see That when I tell you that I love you, oh You're gonna say you love me, too, oh And when I ask you to be mine You're gonna say you love me, too So oh, I should realized a lot of things before If this is love you've got to give me more Give me more, hey hey hey, give me more Whoa, oh, I never realized what a kiss could be This could only happen to me Can't you see, can't you see That when I tell you that I love you, oh You're gonna say you love me, too, oh And when I ask you to be mine You're gonna say you love me, too You love me, too, you love me, too, you love me, too

79 Never say never Justin Bieber

Never say never Whenever you knock me down (Never, never) I will not stay on the ground Yeah, yeah Pick it up See I never thought that I could walk through Pick it up fire Pick it up I never thought that I could take the burn Pick it up, up, up I never had the strength to take it higher And never say never Until I reached the point of no return Here we go! And there's just no turning back Guess who? When your heart's under attack Jsmith and JB! (Uh-huh!) Gonna give everything I have I gotcha little bro It's my destiny I can handle him I will never say never! (I will fight) Hold up, aight? I will fight till forever! (Make it right) I can handle him Whenever you knock me down Now he's bigger than me I will not stay on the ground Taller than me Pick it up And he's older than me Pick it up And stronger than me Pick it up And his arms a little bit longer than me Pick it up, up, up But he ain't on a JB song with me! And never say never I be trying to chill Ne-never say never (never) They be trying to sour the thrill Ne-never say never (never) No pun intended, was raised by the power of Ne-never say never (never) Will I never thought that I could feel this power Like Luke with the force, if push comes to I never thought that I could feel this free shove I'm strong enough to climb the highest tower Like Kobe in the 4th, ice water with blood And I'm fast enough to run across the sea I gotta be the best, and yes And there's just no turning back We're the flyest When your heart's under attack Like David and Goliath Gonna give everything I have I conquered the giant 'Cause this is my destiny So now I got the world in my hand I will never say never! (I will fight) I was born from two stars I will fight till forever! (Make it right) So the moon's where I land (I'm gone!)

80 I will never say never (never say it, never, never say it) I will fight I will fight till forever (okay, okay) to make it right Whenever you knock me down I will not stay on the ground Pick it up Pick it up Pick it up Pick it up, up, up And never say never Say never (never say it, never say it) Say never (okay, okay) Whenever you knock me down I will not stay on the ground Pick it up Pick it up Pick it up, Pick it up, up, up And never say never Ne-never say never (never say it) Ne-never say never (never say it) Ne-never say never (never say it) And never say never Ne-never say never (never say it) Ne-never say never (no, nope, never say it) Ne-never say never And never say never

81 I can be Taio Cruz

Now I feel that this heart, of mine has taken many falls, All I have to do is put my mind to it, and I can Still sometimes the rain, can turn into a do it, waterfall, So what I want you to do, is put your fist to The prettiest things, can come out of the the sky, and say it with me, coldest night, yeah, I can be, bigger bigger, stronger stronger, And even with broken wings, sometimes you harder harder find your way to fly, Yes, I can be, bigger bigger, stronger It's time to be, bigger bigger, stronger stronger, harder harder stronger, harder harder, Yes, I can be, bigger bigger, stronger It's time to be, bigger bigger, stronger stronger, harder harder stronger, harder harder, Yes, I can be, bigger bigger, stronger It's time to be, stronger, harder harder Now I feel that this soul, of mine has had its Yes, I can be, many tolls, yeah, I can be Still sometimes the pain, is what we need for us to grow, yeah, So when it's time for me, to look into my deeper side, I will, I will find a way, to hold onto the love inside, It's time to be, bigger bigger, stronger stronger, harder harder Yes, I can be, bigger bigger, stronger stronger, harder harder Yes, I can be, bigger bigger, stronger stronger, harder harder Yes, I can be, bigger bigger, stronger stronger, harder harder Yes, I can be, bigger bigger, stronger stronger, harder harder Yes, I can be, See I can be anything I want to be,

82 Hall of fame The script ft. Will.i.am

Yeah, You could be the greatest When your, standing in the hall of fame You can be the best And the world's gonna know your name You can be the King Kong banging on your 'Cause you burn with the brightest flame chest And the world's gonna know your name You could beat the world And you'll be on the walls of the hall of fame You could beat the war Be a champion, be a champion, be a You could talk to God, go banging on his door champion, be a champion You can throw your hands up On the walls of the hall of fame You can beat the clock Be students, be teachers You can move a mountain Be politicians, be preachers You can break rocks Be believers, be leaders You can be a master Be astronauts Be champions Don't wait for luck Be truth seekers Dedicate yourself and you can find yourself Be students, be teachers Standing in the hall of fame Be politicians, be preachers And the world's gonna know your name Be believers, be leaders 'Cause you burn with the brightest flame Be astronauts, be champions And the world's gonna know your name Standing in the hall of fame And you'll be on the walls of the hall of fame And the world's gonna know your name You could go the distance 'Cause you burn with the brightest flame You could run the mile And the world's gonna know your name You could walk straight through hell with a And you'll be on the walls of the hall of fame smile You could be the greatest, you can be the You could be the hero best You could get the gold (You can be a champion)You can be the King Breaking all the records that thought, never Kong banging on your chest could be broke You could beat the world (you can be a Do it for your people champion) Do it for your pride You could beat the war (you can be a How you ever gonna know if you never even champion) try? You could talk to God, go banging on his door Do it for your country (you can be a champion) Do it for you name You can throw your hands up (you can be a 'Cause there's gonna be a day champion)

83 You can beat the clock (you can be a champion) You can move a mountain (you can be a champion) You can break rocks (you can be a champion) You can be a master (you can be a champion) Don't wait for luck (you can be a champion) Dedicate yourself and you can find yourself (you can be a champion) Standing in the hall of fame (you can be a champion)

84 Stronger Kelly Clarkson

You know the bed feels warmer Doesn't mean I'm over 'cause you're gone Sleeping here alone What doesn't kill you makes you stronger, You know I dream in color stronger And do the things I want Just me, myself and I You think you got the best of me What doesn't kill you makes you stronger Think you had the last laugh Stand a little taller Bet you think that everything good is gone Doesn't mean I'm lonely when I'm alone Think you left me broken down Thanks to you I got a new thing started Think that I'd come running back Thanks to you I'm not the broken-hearted Baby you don't know me, 'cause you're dead Thanks to you I'm finally thinking 'bout me wrong You know in the end the day to left was just What doesn't kill you makes you stronger my beginning Stand a little taller In the end Doesn't mean I'm lonely when I'm alone What doesn't kill you makes you stronger What doesn't kill you makes a fighter Stand a little taller Footsteps even lighter Doesn't mean I'm lonely when I'm alone Doesn't mean I'm over 'cause you're gone What doesn't kill you makes a fighter What doesn't kill you makes you stronger, Footsteps even lighter stronger Doesn't mean I'm over 'cause you're gone Just me, myself and I What doesn't kill you makes you stronger, What doesn't kill you makes you stronger stronger Stand a little taller Just me, myself and Doesn't mean I'm lonely when I'm alone What doesn't kill you makes you stronger You heard that I was starting over with Stand a little taller someone new Doesn't mean I'm lonely when I'm alone But told you I was moving on over you What doesn't kill you makes you stronger, You didn't think that I'd come back stronger I'd come back swinging Just me, myself and I You try to break me but you see what doesn't What doesn't kill you makes you stronger kill you makes you stronger Stand a little taller Stand a little taller Doesn't mean I'm lonely when I'm alone Doesn't mean I'm lonely when I'm alone When I'm alone What doesn't kill you makes a fighter Footsteps even lighter

85 Career opportunities The clash

They offered me the office, offered me the Every job they offer you is to keep you out shop the dock They said I'd better take anything they'd got Career opportunities, the ones that never Do you wanna make tea at the BBC? knock Do you wanna be, do you really wanna be a Career, career cop? Career, it ain't never gonna knock Career opportunities, the ones that never knock Every job they offer you is to keep you out the dock Career opportunities, the ones that never knock I hate the army and I hate the RAF I don't wanna go fighting in the tropical heat I hate the civil service rules I won't open letter bombs for you Career opportunities, the ones that never knock Every job they offer you is to keep you out the dock Career opportunities, the ones that never knock Oi! Bus driver Ambulance man Ticket inspector, I don't understand They're gonna have to introduce conscription They're gonna have to take away my prescription If they wanna get me making toys If they wanna get me, well I got no choice Career opportunities, the ones that never knock

86 Count on me

If you ever find yourself stuck in the middle And I know when I need it I can count on you of the sea, like four three two I'll sail the world to find you You'll be there If you ever find yourself lost in the dark and 'Cause that's what friends are supposed to you can't see, do, oh yeah I'll be the light to guide you Oh, oh Find out what we're made of Yeah, yeah When we are called to help our friends in You'll always have my shoulder when you cry need I'll never let go You can count on me like one two three Never say goodbye I'll be there You know you can And I know when I need it I can count on you Count on me like one two three like four three two I'll be there You'll be there And I know when I need it I can count on you 'Cause that's what friends are supposed to like four three two do, oh yeah And you'll be there Whoa, whoa 'Cause that's what friends are supposed to Oh, oh do, oh yeah Yeah, yeah Oh, oh If you tossin' and you're turnin' and you just You can count on me 'cause I can count on can't fall asleep you I'll sing a song Beside you And if you ever forget how much you really mean to me Everyday I will Remind you Ooh Find out what we're made of When we are called to help our friends in need You can count on me like one two three I'll be there

87 Without you

I can't win, I can't reign I am lost, I am vain, I will never win this game without you, I will never be the same without you, without without you you I am lost, I am vain, Without you I will never be the same without you, without you I won't run, I won't fly I will never make it by without you, without you I can't rest, I can't fight All I need is you and I, without you, without you Oh oh oh You! You! You! Without You! You! You! Without you Can't erase, so I'll take blame But I can't accept that we're estranged without you, without you I can't quit now, this can't be right I can't take one more sleepless night without you, without you I won't soar, I won't climb If you're not here, I'm paralyzed without you, without you I can't look, I'm so blind I lost my heart, I lost my mind without you, without you Oh oh oh You! You! You! Without You! You! You! Without you

88 You're going to lose that girl The Beatles

You're going to lose that girl You're going to lose that girl If you don't take her out tonight She's going to change her mind And I will take her out tonight And I will treat her kind You're going to lose that girl You're going to lose that girl If you don't treat her right, my friend You're going to find her gone 'Cause I will treat her right, and then You'll be the lonely one You're going to lose that girl You're going to lose that girl You're going to lose I'll make a point of taking her away from you That's what you do, yeah The way you treat her what else can I do? You're going to lose that girl You're going to lose that girl You're going to lose that girl You're going to lose that girl You're going to lose I'll make a point of taking her away from you That's what you do, yeah The way you treat her what else can I do? If you don't take her out tonight She's going to change her mind And I will take her out tonight And I will treat her kind You're going to lose that girl You're going to lose that girl You're going to lose that girl

89 We are the champions Queen

I've paid my dues We are the champions, my friends Time after time And we'll keep on fighting...till the end I've done my sentence We are the champions, We are the But committed no crime champions And bad mistakes No time for losers cause we are the I've made a few champions... I've had my share of sand kicked in my face Of the world But I've come through We are the champions, my friends (And the beat will go on and on and on and And we'll keep on fighting...till the end on) We are the champions, We are the champions We are the champions, my friends No time for losers cause we are the And we'll keep on fighting...till the end champions... We are the champions, We are the champions No time for losers cause we are the champions... Of the world

I've taken my bows And my curtain calls You brought me fame and fortune and everything that goes with it I thank you all But it's been no bed of roses No pleasure cruise I consider it a challenge before the whole human race And I ain't gonna lose (Where the beat just goes on and on and on and on)

90 I still haven't found what I'm looking for

I have climbed the highest mountains Carried the cross of my shame I have run through the fields Oh my shame, you know I believe it

Only to be with you Only to be with you But I still haven't found I have run, I have crawled What I'm looking for I have scaled these city walls But I still haven't found These city walls What I'm looking for Only to be with you But I still haven't found

What I'm looking for But I still haven't found But I still haven't found What I'm looking for What I'm looking for But I still haven't found What I'm looking for

I have kissed honey lips Felt the healing in her finger tips It burned like fire This burning desire I have spoke with the tongue of angels I have held the hand of a devil It was warm in the night I was cold as a stone

But I still haven't found What I'm looking for But I still haven't found What I'm looking for

I believe in the Kingdom Come Then all the colours will bleed into one Bleed into one But yes, I'm still running You broke the bonds And you loosed the chains

91 On top of the world

If you love somebody I'm on top of the world Better tell them why they're here 'cause 'Cause I'm on top of the world, 'ey They just may run away from you I'm on top of the world, 'ey You'll never know what went well Waiting on this for a while now Then again it just depends on Paying my dues to the dirt How long of time is left for you I've been waiting to smile, 'ey I've had the highest mountains Been holding it in for a while, 'ey I've had the deepest rivers Take it with me if I can You can have it all but not til you move it Been dreaming of this since a child Now take it in but don't look down And I know it's hard when you're falling 'Cause I'm on top of the world, 'ey down I'm on top of the world, 'ey And it's a long way up when you hit the Waiting on this for a while now ground Paying my dues to the dirt Get up now, get up, get up now I've been waiting to smile, 'ey And I know it's hard when you're falling Been holding it in for a while, 'ey down Take it with me if I can And it's a long way up when you hit the Been dreaming of this since a child ground I'm on top of the world Get up now, get up, get up now I've tried to cut these corners 'Cause I'm on top of the world, 'ey Try to take the easy way out I'm on top of the world, 'ey I kept on falling short of something Waiting on this for a while now I coulda gave up then but Paying my dues to the dirt Then again I couldn't have 'cause I've been waiting to smile, 'ey I've traveled all this way for something Been holding it in for a while, 'ey Now take it in but don't look down Take it with me if I can 'Cause I'm on top of the world, 'ey Been dreaming of this since a child I'm on top of the world, 'ey I'm on top of the world Waiting on this for a while now Paying my dues to the dirt I've been waiting to smile, 'ey Been holding it in for a while, 'ey Take it with me if I can Been dreaming of this since a child

92 Haven't met you yet Michael Bublé

I'm not surprised But I won't need to fight it Not everything lasts We'll get it right it I've broken my heart so many times I've We'll be united stopped keepin' track. And I know that we can be so amazing Talk myself in And being in your life is gonna change me I talk myself out And now I can see every single possibility I get all worked up than I let myself down. mmm I tried so very hard not to lose it And someday I know it'll all turn up I came up with a million excuses And I work to work it out I thought I thought of every possibility Promise you kid, I get more than I get And I know someday that it'll all turn up Than I get than I get than I get You'll make me work so we can work to work Oh you know that will all turn out it out And you'll make me work so we can work to And I promise you kid that I'll give so much work it out more than I get yeah And I promise you kid, to give so much more I just haven't met you yet. Oh bop bop bop... than I get Oh I might have to wait Yeah I just haven't met you yet I'll never give up Oh I just haven't met you yet I guess it's half timing and the other half's Oh I promise you kid luck To give so much more than I get Wherever you are (I said love, love, love, love) Whenever it's right (love, love, love, love) You'll come out of nowhere and into my life I just haven't met you yet (love, love, love, And I know that we can be so amazing love) And baby your love is gonna change me So doy day ay ay ay, ay ay yeah (love, love, And now I can see every possibility mmm love, love) And somehow I know that it'll all turn up I just haven't met you yet And you'll make me work so we can work to work it out And I promise you kid I'll give so much more than I get m-m I just haven't met you yet They say all's fair In love and war

93